TW448372B - A system, method and article of manufacture for a goal based system utilizing an activity table - Google Patents

Abstract

A system is disclosed that provides a goal based learning system utilizing a rule based expert training system to provide a cognitive educational experience. The system provides the user with a simulated environment that presents a business opportunity to understand and solve optimally. Mistakes are noted and remedial educational material presented dynamically to build the necessary skills that a user requires for success in the business endeavor. The system utilizes an artificial intelligence engine driving individualized and dynamic feedback with synchronized video and graphics used to simulate real-world environment and interactions. Multiple ""correct"" answers are integrated into the learning system to allow individualized learning experiences in which navigation through the system is at a pace controlled by the learner. A robust business model provides support for realistic activities and allows a user to experience real world consequences for their actions and decisions and entails realtime decision-making and synthesis of the educational material. The system is architected around a linked list activity table utilized to manage and control the system.

Description

4483 72 V. Description of the invention (1) [Field of the invention The present invention relates to an education system, and particularly to a guidance system based on it. It can use a linked serial action table to control real-life simulation to teach new skills. Competitive background [Background of the Invention] When building a knowledge-based expert system, if the rules of the knowledge base are driven, there are at least two types of training, namely, the principles of knowledge engineers and the fields or aspects of experts using the respected system Collar: Experts have the guidance to guide students in manufacturing equipment = can =-one can

The expert in the medical guidance system may be a system engineer. A light engineer is a person who understands the expert system and uses === to identify applications to create applications. In many practical knowledge systems are people, and they must cooperate to build expert systems. Domain experts ask questions, and then return the questions to the knowledge engineer. The approach is labor-intensive design. This adjustment with training will lead to questions: "Management; Judge: Two or two wrong magnetic tapes, audio tapes, textbooks and programmers. This change requires two differently trained people to invest in the video: Yu Jian The information in the knowledge base may be wrong in the way of county 3 ', then in use, if the construction is not completed; yes. In the construction of existing technology systems, it is often impossible to reach an expert system against ‘4483 72. After getting to know the system components tedious or non-linear video gravitation and interpretation, and only training. If supported, only feedback. The purpose is for the user to only provide guidance based on the pre-selection. 5. Description of the invention (2) The cycle of knowledge engineers will make the user feel that the use of the knowledge will increase the visual appeal of the expert using the knowledge. Systematic business models or faulty single systems that are intended to be integrated into the rules of traditional systems can be used to verify the static interpretation of training items and images. These supports provide a creative system by a fixed system, It is usually combined with lack of effort through the process of consumption. The current, rigid coding system typically means the mutual reflection of the path dimension type to the feedback of the students when the real learning environment cannot be obtained. The library supports one to guide the operation without making a correct business model. [Inventing environmental opportunities that depend on the target system. Information, yes. This feedback, the video step by step allows an overview of the pace system to provide recognition based on the study of this post In addition, the loop also helps the system to facilitate feedback and graphical representation by the students. The system's systematic intellectual education environment also provides users with the ability to record the use of artificial intelligence. Learning system learning experience, self-control. Examples are applicable to a wide range, mentioning that it uses rule-based experiences. This system provides users with the best way to understand and resolve errors and dynamically provide corrections for success in business work. The engine to drive personalization simulates the real world environment and integrates multiple 11 correct 11 through which the entire system A sound business model provides a basic expert training for the commercial education of a simulation problem, the necessary technical dynamics, and the interactive answers.

IHIIH 448372

V. Description of the invention (3) The support of practical activities allows users to experience the impact of their actions and decisions in the real world, and makes real-time decision-making and integration of educational materials necessary. This system is designed to surround one of the linked serial action tables used to manage and control this system. [Detailed description of the preferred embodiment] (Detailed description) The preferred embodiment of the system according to the present invention is preferably implemented on a personal computer, such as an IBM compatible personal computer, an Apple Macintosh computer, or a Unix workstation. FIG. 1 shows a representative hardware environment, and a typical hardware structure of a workstation according to a preferred embodiment of the present invention is shown in FIG. 1, which has a central processing unit 110 (such as a microprocessor) and multiple transmission units. The system bus 11 2 interconnects other components. The workstation shown in FIG. 1 includes: a random storage memory (R AM) 11 4; a read-only memory (r0M) 116; a ί / 0 adapter 118 for connecting peripheral devices such as a disc storage unit 120 and the bus 112 Interconnection; user interface adapter 122, for connecting keyboard 124, mouse 126, speaker 128, microphone 132, and / or other user interface devices such as a touch screen (not shown in the figure) to bus 112; communication adapter 134 'is used to connect the workstation with A communication network (eg, a data processing network) is connected; and a display adapter 136 connects the bus 112 to the display device 138. A typical workstation has an operating system such as licrosoft

Windows NT or Windows / 95 OS (OS) OS / 2 operating system, M AC OS, UN IX operating system. Those skilled in the art will understand that the present invention can be implemented on platforms other than the foregoing or other operating systems.

Page 8 4 483 7 2 V. Description of the invention (4) The example of the case is written in JAVA, "〇c + + language," and uses the physical method. Object-oriented programming (00 " has been widely used in the development of complex With the development of 00P towards the mainstream of planning and development, various software solutions require the advantages of GGP for field use. So there is a need, that is, to apply the principles of GGP to electronic messaging systems The OOP category and objects for the messaging interface are provided on the messaging interface. The simulation engine according to a preferred embodiment is a component based on Mi croso ft Visual Basic, which was developed to help design and test with MicrOs 〇ft Excel form related, feed. These form models can simulate actual business functions and become tasks to be completed by students. The simulation engine accepts simulation inputs and calculates different outputs, and then informs the system of the simulation status at a predetermined time to Obtaining appropriate anti-food (Relationships between components) Simulation models perform the business functions that students learn, which are the core of the application. The action " layer " allows the user to visually guide the simulation by letting the input enter the simulation engine and receive the output of the simulation model. For example, if a student is performing an action on an income statement, the net sales and expenses calculated for the sale of goods are taken as The input of the simulation model, and the net income value is calculated and retrieved as the output. When the calculated values are passed to and retrieved from the simulation model, they are also passed to the Intelligent Coach Agent (ICA). The ICA analyzes the input and output of the simulation model And generate feedback based on a set of rules. This back shoulder is accepted and displayed through the Visual Basic system.

448372 V. Description of the invention (5) ^ FIG. 2 is a block diagram of a system architecture according to a preferred embodiment. The performance of the performance layer 210 is separated from the activity layer 220, and communication is facilitated by a set of messages 230 that control the display of unspecific content topics. In a comparison, the embodiment enables knowledge workers 2000 and 201 to learn complex skills quickly, reliably, and continuously. The method is to let an organization teach how to quickly acquire complex skills. The result is obtained by combining individuals Put one in a look and feel like a real business simulation business environment, and challenge them to make use of efficient learning theories (for example, goal-based learning S, learning by doing, based on Failed learning, etc.), and finally the multimedia user interface is matched with three powerful integrated software components to make decisions that meet business strategic goals. The first of these components is a software solution construction assistant (SC A) 230, including a mathematical modeling tool 234, which simulates the business results of individual group activities over time. The second component is the knowledge system 250, which includes an HTML content " layer " that can organize and give a package of knowledge very similar to an online textbook with exercises, video war stories and a glossary. The third component is a software director 2 70 including an artificial intelligence engine 240, which can generate personalized guidance messages based on the decisions made by the students. The feedback is unique to each individual who completes the course, and also supports " designed to., &Quot; the client's cultural message in the course 242. A business simulation method includes support for content acquisition, storyline design, interactive sighback and guidance, and content support. This business simulation method is integrated into the system architecture according to a preferred embodiment in. According to a preferred embodiment and includes a large number of "pre-designed" learning interactions, such as messages

Page 10 448372 V. Description of the invention (6) 238's drag-and-drop action, situation assessment / activity plan, interview (one-to-one, one-to-many), publication (to a group of experts / directors), performance measurement (now Processing 'Later processing', 'Time jump' on the impact of decision making, competitive plot switching ('Time jump', competitors merge, customer acquired), and video interviews with automatic recording. A better basis The business simulation of the embodiment provides training courses in the best way. This is because such an application provides effective training that reflects the actual working environment of the student. Work-based " skill application helps to increase retention and achieve higher Overall performance. Although the results of these training applications are impressive, it is complex to correctly design and build business simulations. These simulations are characterized by a very open ending environment where students can follow many The path to complete the application depends on their learning style and existing experience and knowledge. The learning method known as learning by doing is often laborious. The first stage of the power execution cycle (learning) is used as a solution. However, it can also be used as a solution in the second stage of the cycle (learning), so that during the work process, the point that needs to be learned is reached. By using Method, which is based on a certain advantage of the technology-based approach to building a business simulation solution. The solution for building a business simulation can produce more repeatability and predictability in less time and with less time.钋 钋 到 to get more cognizable and actual user value. Now most of the company's training programs are misleading, because ... Come.) Till they did not properly focus on the purpose of training. After all this investigation, 丨, β —increase d, the leaves are clear; the ability to recall facts and the ability to perform tasks, as well as to know what "M" and "%"

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448372 V. Description of the invention 如何 ~ The difference between " By adopting the traditional school approach, most of the company's teachings are unconnected and incompletely structured facts and materials, and their focus should have been on improving performance. How can you teach performance when lectures, books, and exams are inherently designed for facts and materials? Milk these lectures, books, and exams. The best way to get good performance is to 'execute; experience is the best teacher. The leaders of most companies believe that' the longer workers work, the more efficient they are. The higher. So the best way to train new employees is to learn from work and gain skills in the actual work environment. Although the idea of learning by doing is not revolutionary, 'it has been resisted in business and academia. If the general demand is for stronger capabilities, why is this the case? Students are reluctant to learn by doing ’because they are afraid of failure. People, work hard ’to avoid making mistakes in front of others. The company ’s leaders are reluctant to learn by doing ’because the failure of a beginner may mean that major safety, legal, and financial issues can arise. Imagine a new pilot doing learning while accelerating a large jet on the runway. Similarly, consider a new financial analyst doing learning while organizing a multi-million dollar financial loan. The situation. Few employers are willing to withstand such failures to train more capable workers. The key to a supporting system is whether it can be seamlessly integrated into I knowledge, the business system that authors use to perform their job. Workers can go offline or find hidden messages buried inside paper manuals and binders ^ to get instructions or find answers. By using the same applications as workers use when needed and adapting them to the individual

Page 12 4483 72 V. The need for invention description (8) shows "how", not "what" All these supporting elements can be used. Learning will happen at any time, and there is almost no difference between execution and performance improvement. The difference. Even if it has been determined that training should focus on execution (how) 'rather than facts (what), and extending the model of learning to include help during execution rather than just before execution, it still exposes us to preparing for new The danger of competition in a chaotic economy. As mentioned at the beginning of this article, the pace of business change is still as fast as the tip of a whip. Not only does new business methods develop every 18 to 24 months, new competitors emerge and gain Leading and disappearing 'its time period is the same cycle that companies often use when conducting demographic research. Now things are better than usual, and those who are unwilling to reinvent themselves often are eliminated by the pace of change. A typical BusSim project takes 1 to 2 years to complete. 'It also needs to be functionally and technically Figure 3 shows the timeline and related resource requirements for each development phase of a typical application based on a preferred embodiment. The figure clearly illustrates the huge number of technical resources required during the development build and test phases. This is because the traditional development process used to build BusSim solutions reflects nothing but a "one-time" philosophy, where development is done from scratch in a completely unified form, between one application and another Little or no reuse. This lack of reusability makes this method extremely expensive and time-consuming for future BusSim projects. The solution to this problem is to put tools into the hands of instructive designers ’, allowing them to generate BusSim designs and implement them without the need for programmers to write code, and applications that integrate with tools

Page 13 448372 V. Description of the invention (9)-Put the program architecture in the hands of developers, and provide them with the ability to quickly propose solutions for multiple different platforms. So ‘reuse’ is applying the tools and architecture from one project to another. Both functional and technical resources have their own knowledge of how to use technology, and this also has a related advantage ', which is the best practice development method for the BusSim project. (Activities of the development cycle) In the design phase, the establishment phase, the test phase, and the execution phase In the design phase, the instructive designer gradually adapts to the content area and begins to conceptualize the guidance method. By reading the material and talking to subject matter experts (SMEs), they are becoming more familiar with the subject matter. They also reached key learning goals and identified learning goals. Conceptual design of student interaction and interface layout has also begun to take shape. After the conceptual design takes shape, low-truth user testing (eg, conference room guidance) begins. Participants interact with physical models of the interface (for experiments or teaching), and at the same time, facilitate the observation and recording of all problem points. Finally, a detailed design including conclusions is established. These detailed designs are submitted to the development team for implementation. Traditionally, there have been many problems during the design phase ^ Unlike traditional business systems, BusSim solutions are not rooted in tangible business processes, so it is difficult to determine requirements in a specific way. This left a "blue sky" design problem for targeted designers. Due to the less commercial-driven restrictions on the solution, the expert knowledge in the content area is very shallow and the skills are very limited, the instructive designer ca n’t get anything when starting the design ’

Page 14 4 48 3 V. Description of invention (ίο) Help β Typically, only experienced designers can imagine interfaces, analyses, and feedback designs that achieve technically feasible learning goals. To solve this problem, BusSim solutions are essentially very open ended. Designers must be able to anticipate many huge combinations of learner behaviors before they can design helpful and meaningful feedback. During the build phase, the application development team used a detailed design to code the application. The coding work included student interaction interfaces and gadgets. The interface can consist of buttons, grids' checkboxes, and any other glory controls that allow students to observe and manipulate their submissions. Developers must code logically to analyze the work of the students and provide feedback. These interactions may take the form of text and / or multimedia feedback from members of the simulation group, conversations with the members of the simulation group ', or direct manipulation of the student's work by the members of the simulation group. The encoding work is accompanied by images, video, and audio to be used in the application. The development process for managing these assets has its own complexity. The dangers of the establishment phase include misunderstanding of the design. If the developer cannot accurately understand the designer's meaning circle, the application method cannot have the required functions. At the same time, coding these applications requires skilled developers, as the logic to analyze the work of the students and form feedback is very complex. The test phase ’, as the name suggests, is used to test the application. The purpose of the test is to verify the application in three ways: the first is whether the application is functional (functional test), the second is whether the student can understand the interface and pass the test effectively (usability test), and the third is to achieve the learning goal . (Cognitive test). Application functional testing can be performed by the development team

Page 15 448372 V. Description of the invention (11) or special test It is necessary to perform debugging or intentional testing. Available less familiar measurements may require re-feedback logic. For example, during most of the tests in the program, the most difficult process is that when you record yourself in the functional test according to the test scenario, it is also recorded in the file, and attempts to correct the problem if necessary. Development solved the problem. To verify the consequences of the correction. Do it. For some households, the ability to control their progress is also required as a group. Corrected 'Re-scheduled tests and accredited trainees to come in to design, re-run, if they did not reach the sub-program, and typically encounter difficult processes to find and correct, during the test, test the line or spontaneously. When it was recorded. The repetitive measurement is repeated by the developer. Finally, all that is not for the application phase refers to the ability of the client in the entire course. Finally, consider them if they should be translated and retested. Such as coding and learning from different to BusS functions, and no one has performed the test to detect the problem. Part of the candidate will enter the tester's other programs. The related tracking, customers include the use of program testing, the test can only be successful. From the perspective of re-testing, the development of usability is to completely apply the test and generate a behavioral test that uses programmatic behavior to investigate the situation. In other contexts, it may be impossible for the course to be correct for students. Do not make the test part may need to restart the program in the cycle and in the cognitive sense, and reproduce this in your own unexpected development to find that 'the test section has been divided to bring the programmer's electrical progress and hope that the new version often operates, The science of working with people who are satisfied with the application, the interface and / or the application you want to delete. The method may be the result of the testing process. Those who receive these questions. If it is the cause, and verify whether the correction is re-implemented, we do not want the stable operation support. Customers track certain questions through the course control.

4483 Jade, Invention Description (12) A key value of online courses is that they can be performed at a time, place and speed convenient for individual students. However, because trainees are often geographically unfocused ’, they do not always receive support. Therefore, telephone support is often required for trainees. Clients may also want to track student progress or control progress during the course. Based on this strategy, after the student has completed one stage of the course, he will send a piece of disk by electronic or physical mail to transfer his progress data to a processing center. At the processing centre, this information will be analysed to verify that he has satisfactorily completed the requested operation. One of the difficulties often associated with student tracking is isolating student data for analysis. It may be very difficult to transfer all the course materials ’so often the minimum amount of information needed to perform the necessary analysis of the student ’s progress is separated. (Commitment structure of business simulation) If the start of the reflection can not be used to form a census procedure by selecting the test again, the discussion in the program is only to use the re-utilization to reduce the first pass of concerns. These should be inherent. The ministry must have a traditional "one-time" philosophy of building a BusSim solution, which is used in a completely unified form to "remove or use less from one application to another." A better approach may be to focus on reducing the overall workload required for the development process, as it again benefits costs and shortens development time. Reuse as a step—Identify common aspects of different BusSim applications that can be used in future applications. In applying the elements of the program, three common aspects appear as each: interface, analysis, and interpretation. Each "" "mechanism should interact with the learner. The complexity of each interface is not

448372 V. Description of the invention (13) In the same way, from high-fidelity real-time simulation tasks with high interactivity, to low-complexity message submission requirements for message tasks in business background cases. No problem; how complex the surface is so that end users can use basic simulation and feedback logic is an important issue. Individual—The application program performs multiple analyses on the current state of the sense simulation during the application program execution. This analysis can be = what's happening during the simulation 'or it can be added back: calculations. For example, the 'analysis' may be to recognize any movement of the student in the object: the goal values and the interviews performed, etc., or it may be an ROI calculation based on the number provided by the students. Substantive and useful feedback is a key part of any BusSim application. It is expected that the "mechanism of learning M will help or hinder them from achieving the purpose of implementation" is the main mechanism for communication. The explanation of the common characteristics proposed takes the results of any analysis performed and makes it clear. Cheng published the analysis part (that is, the "demand has risen by 3% H"), and added some evaluative context next to it (that is, the demand is greater than the expected value Θ%, and you are in trouble for M, or " The demand exceeds the planned value, 5%; when you did a great job "), you adopted a world-wide fairness view. There are multiple ways to get the common part for reuse. The two more common methods are based on architecture Method and component-based method. To help illustrate the difference between the two methods, we use the analogy of building an app and building a house. A person can use raw materials, 2x4s, nails, paint, and cement from Build a house from scratch. One can also use raw materials for new designs and new codes to build from scratch.

448372 V. Description of the invention (14) 'An application. The amount of work required in both tasks can be reduced through architecture-based reuse and / or component-based reuse. In the architecture-based reuse paradigm, a common architecture or architecture can be constructed that contains common parts. In the house analogy ’a person can buy a pre-built house architecture that includes floors, facades, load-bearing walls and roofs. The house can be customized by adding partition walls, wallpaper, wooden structures, carpets, etc. Similarly, available pre-built application architectures include baseline application structure and functionality. Individual applications can also be completed by adding specific functions and customizing vision and touch. An example of a commonly used application architecture is Micros0H Fundamental Classes. This is a framework when developing windows applications with C ++. MFC provides the basic functions of the window application function, and the developer completes the application program by adding functions to the framework. Architecture-based re-use of features that are best suited for obtaining template types, such as user interface management, process object behavior, and any other features that require specialization. The advantages of using architecture include: [A wide range of functions can be added to the architecture]. In the house analogy, if I knew that I would build three bungalows with adjacent bedrooms, I could set up a vertical partition wall with water pipes and electrical wiring in the structure to reduce the total workload required to build each house. . If I knew that I would build a lot of very similar applications, they would have more common features that could be included in the architecture rather than being built separately. , [Applications can replace the functionality provided by the framework where appropriate]. If a house structure has prepainted walls ’construction workers can

Page 19 4483 72 V. Description of the Invention (15) —- Apply the color you like. Similarly, the inherited object-oriented principle allows application developers to replace the behavior of the architecture. In the component-based paradigm, key functions are added to a component. This component can be reused in multiple applications. In the house analogy, components correspond to appliances such as dishwashers, refrigerators, microwave ovens, and the like. Similarly, many application components with prepackaged functionality are available from other vendors. An example of a common component is the Data Grid. This is a component that can be integrated into an application ’to provide the ability to observe data in a grid of data sheet types. Component-based reuse is best suited for obtaining black box-type features, such as text processing, data manipulation, or any other feature that does not require specialization. [Multiple programs on the same computer can share the same element]. Although it is not appropriate to use an analogy to illustrate, imagine the situation where all adjacent houses can share the same dishwasher at the same time. Each house must provide its own dishes, detergents, and water, but they cannot wash all dishes at the same time. In the world of application components, this type of sharing is easy to achieve and reduces the need for disk and memory. [Components tend to reduce dependence on platforms and tools]. In fact, a microwave oven can be used in any house, regardless of whether the house is constructed of steel or wood, and whether it is customized for building or small houses. You can put a low-grade microwave in a low-grade house or a low-grade microwave in a high-grade house. You can even put multiple different microwave ovens in your house. Component technologies such as CORBA, COM and Java Beans make this kind of flexibility in the application development process 4483 72 V. The technology of invention description (16) is combined with component-based technology. The framework-based approach to building BusSim applications is also applicable to developing user interfaces, handling user and system events, launching and terminating applications, and other application-specific and platform-specific functions. The component-based approach is also suitable for black box functions. This refers to functions that can be used directly without specialization requirements. When creating an architecture that supports the development of B s Sim applications, all resources must be kept as flexible and extensible as possible, otherwise reusability will be reduced. Therefore, we choose to use the component method instead of the architectural method 'to realize the unique characteristics of the BusSim application. This decision is further supported by the following observations. (Commercial simulation submission architecture), component and application architecture and application architecture are combined to achieve maximum reuse and minimal custom development work. Added, the use of program architecture can provide communication support between the application program interface and components and without. This solution has the following characteristics: Yuantong Λ: Mixture. Application framework: provided for η ==: ;; architecture: basic functions, this application. Each of these is discussed in further detail below (Commercial Simulation Toolset)

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V. Description of the invention (1?) We have clearly explained: why the combination of component / architecture method is the best solution when producing high-quality BusS im solutions at a lower cost. 0 A large number of third-party architectures can provide submission capabilities on multiple platforms. The focus of the TEL project is to define and develop a set of components. Provide unique services for the development and submission of BusSim solutions. This component together with a set of The design and test workbench is a tool used by instructional designers to support activities in the four phases of BusS im development. We call this set of tools the business simulation toolset. The following is a description of each component and workbench in the toolset. You can think of components as a black box that encapsulates the behaviors and methods necessary to support related services. It exposes these services to the outside world through a public interface. The public interface of a component allows you to understand what it can do by providing these services, not how it does it. The complexity of the implementation process is hidden from the user. The following are the key components of the BusSim tool set: 0 Domain element (domain element)-Provides services built as a model of the simulation state. 0 Profi1 ing element. Element (summary element)-Provides a rule-based evaluation of the state of the simulation. Transformation element (transformation element)-provides services to manipulate the simulation state. Remediatinn Element (Bridge Positive Element) — Provides services based on rules to provide feedback to students. The Domain model element is the central element in the suite and can facilitate the communication of contextual data between applications and other elements. It is a model-building tool that can use industry-standard databases such as Informix, 〇racie, or Sybase to store data. Domain models represent objects in the simulation process. These objects are hypothetical tangible things. For example, the leverage that students can pull, The form filled out by the student or notepad simulates the characters that the student interacts with in the meeting 4 483 72 V. Description of the invention (18), etc. They can also be abstract objects, such as the number of times a R 01 ’student asked a certain question for a specific investment. These objects are called entities. Some examples of entities include vehicles, operators, and accidents in the insurance sector; log entries, cash flow descriptions and balance sheets in the financial accounting sector; and consumer and purchasing power in the sales sector. An entity can also include other entities. For example, a personal bank account entity might include an entity representing a deposit. Every entity has a luxury attribute, and each attribute describes the entity in some way. A set of attributes possessed by a real ship essentially defines the entity. Some example attributes include: The accident entity of the insurance application includes attributes such as " occurrence date " accident type code " and so on. A journal entry entity has attributes such as " credit account ", " debit account, " and " amount "; and an entity with a revolving credit account in a mortgage application includes attributes such as " open balance ", " Limit of available amount " etc. Figure 4 shows a small part of the domain model of a claim (claim) handler in the auto insurance industry according to a preferred embodiment. (Prof i 1 ing element) In the simplest way, the purpose of the Profiling element (summary element) is to analyze the current state of the field and confirm specific things that are valid for the field. These messages are then passed to the Remediatiori component, which provides feedback to learners. Profiling components analyze the domain by asking questions about the state of the domain, like investigators asking. The questions asked by the profile element are called profiles. For example, imagine a problem related to the establishment of a campfire, and a student has just dropped a match on a woodpile * but the fire

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Not lit Under the circumstances :? Wait. Analyze some of the information to suit the domain or outline the designer's needs or should be evaluated. In order to give useful feedback to the trainees ’, does the coach need to know whether the frame is lit? Is the firewood wet? Ignite on the woodpile. These questions are passed to the RemecjiaHOI1 component in the summary component used to analyze the domain's summary results, which it will use to provide learners with specific feedback. In detail, a summary is a matching criterion. The purpose of the profile is to check whether the standards in the field are met. Using a visual programming tool, prescriptively generate a summary ’to identify issues that are very important to understanding a given task area. During the execution of the 611581111 application, when a student autonomously requests feedback using the program, the profile related to the current task is determined to determine which is true. Examples of summaries include: a good production strategy but a wrong break-even formula; a good driving record but a low claim history; and a correct cash flow analysis but a poor return on investment (R0I). A synopsis consists of two types of structures: characteristics and collective signs. A special emblem is a conditional clause (a half of a rule that contains an if) that recognizes a set of areas that are important to determining what kind of feedback should be sent to students. Examples of characteristics include: wrong debit account in transaction 1; perfect expense classification; at least one DUI in the last 3 years; requests for more than $ 4,000 in the last 2 years; 2 or more error incidents in 5 years " The conditional clause of a feature uses one or more primitives as operands to identify the set of domain parts that define the feature. A primitive refers only to an attribute of an entity in the domain; this is the term primitive. Examples of primitives include: the number of DUI > = 1; only 01 >10%; revenue between $ 75,000 and $ 110,000. Collective

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Use the clause β form (eg bad grades. Questions. — Use these as the basis for a group of insurance companies to identify multiple special groups, such as asking family driving expenses to create elements, to create multiple set features and Yes. Enlisting and / or other materials may allow the instructive designer to build richer and more complex questions). Examples of collective characteristics include: record; good credit, etc .; barely enough to use: gold problem; and after the source and use of cash, the designer can do so in multiple expressions. Reduces the burden of creating additional profiles. In a profile, multiple features of primitives, body features, and profiles can be used, and collective features can be used in multiple profiles. Figure 5 shows insurance according to a preferred embodiment (an example outline of the insurance industry)

Transformat-lgn element _ (transition element)-Prof i ling element asks questions about the field, while the Trans format ion element performs calculations on the field and feeds the results back to the field for further analysis by the Prof i ing element . This simplifies the modeling of complex business systems, which would otherwise be very difficult to implement as part of an application. In the analysis phase of the interface / analysis / interpretation execution process, before the Profiling component starts to analyze, the Transformation component has actually begun to function in the field. ^ The Transformation component plays the role of a shell. _ Or more Data modeling components are packaged 'for integrating these components into a BusSim application. Trans format element: a model building element (input) that facilitates the transfer of specific data from the domain to the data

448372 V. Description of Invention (21) in order to carry out calculations on the data, and at the same time, it also promotes the calculation of the calculated results from the data model to the component return field (output). Fig. 6 shows a conversion element according to a comparative embodiment. Data modeling component may be a third-party model building environment ’such as spreadsheet-based model building (e.g. Exce 丨 and Formulal) or discrete time-based simulation model building (e.g.,

Powers im, VenSim). Components may also be custom built using C ++, VB, Access or other ODBC compatible tools to provide a unique model building environment. Using Transform ati on components to wrap third-party spreadsheet components provides an easy way to integrate spreadsheet-based data analysis into applications that are generated by tools such as Excel. The Transformation component provides a shell for the spreadsheet, enabling it to investigate the interior of the field, take the required values as input, perform calculations, and reverse the output back to the field. · For example, 'if a company's financial statements are stored in a field, the field will hold baseline data', such as how much cash the company has, how much assets and liabilities it has. The Transformation component will be able to see the data and calculate other values' such as cash flow ratios, or R01 or NPV of investments, or any other calculations to quantitatively analyze the company's financial situation. Based on their complexity 'these calculations will be performed with a pre-existing spreadsheet that the customer has spent considerable time developing.

Bjg_.ni ediation element (correction element)-Remediation element is an expert system ’which can help integrate intelligent feedback into BusSim applications. It has the following characteristics. The ability to generate high-quality text feedback; generate packages

Page 26 448372 V. Description of the invention (22) The ability to include multimedia feedback of video and / or audio; the ability to reflect materials such as Authorware pages or tfeb pages in the feedback, the ability of users to submit subject matter to highlight or even modify user errors . A proven correction algorithm embedded in its feedback combination algorithm integrates digital assets into the correction of a training or IPS application. The remediation model includes three important objects: ideas, training themes ::: items. Ideas are objects of the actual world concept that users will face on the interface. Concepts can be divided into sub-ideas, and a hierarchical tree of ideas is generated. This tree can have any depth and width, and it supports the establishment of rich conceptual models. Ideas can also contain any number of training topics. The training topic can be an object that represents a topic suitable for discussion. Training topics can have any number of training items. Training items are feedback items that may include text, audio, video, URLs, or updates to domain chess patterns. The training items are included in the training theme, and are composed of Remediation component operation algorithms.

Workbenches! — The BusSiin toolset also includes a set of workbenches, which are used by instructive designers to design and build BusSU applications. A workbench is a tool to help visually edit and test the data used by BusSim components to determine the behavior of two applications. The BusSim toolset includes the following workbench: Knowledge Workbench (Knowledge Workbench-A-Knowledge Workbench is a tool used by BusSim components to create domain 'analysis and feedback data. It has the following points; allows designers to apply knowledge " "Drag and drop" onto the drag-and-drop interface; visually display knowledge so that designers can communicate more easily. The interface is intelligent.

Page 27 448372 V. Description of the invention (23) Gu Xu designers only apply effective interactions. The designer's task creation is stored in a central warehouse; the workbench supports the exclusive editing of a task to enter and exit; support Local network-based or unrestrained editing; self-generating design files; and it can generate data files that drive component behavior. Student Test Workbench (Simulated Learning-Simulated Student Test Workbench is a tool for creating materials. This material can simulate the behavior of students to test the behavior of Bussim's components. It has the following characteristics: the test bench generates simulation applications based on the domain model Programming interface; designers manipulate objects in the domain model to simulate student activities; designers can use this component to experience the interactions that students will experience in the production process; and designers can develop application programming interfaces, Full test interactive behavior. The Regression Test Workbench is designed as a U-Regression Test Workbench is a tool for replaying and testing students' unique periods, which helps to debug. It has the following characteristics: Each student's submission can Individual replays by components; any number of student submissions in the same unit period can be continuously replayed; the entire student unit period can be quickly played in batches; student interaction results are side by side with regression test results for easy comparison. (Development cycle activities )

The design phase of the BusSim application is rationalized by using a knowledge workbench. The Knowledge Workbench is a visual editor used to set the state of the objects of the component engine to control their operation behavior. Each component is based on a proven algorithm that can obtain and execute the best realities. Page 28 448372 V. Description of the Invention (24) Calculate and provide a conceptual framework and method for instructional design. In conceptual design, the workbench can allow the designer to apply the model of conceptual grading that students need to be proficient in the activity. This helps designers organize content in a logical way. The visual representation of ideas helps pass ideas on to other reviewers. The continuous visual and tactile sensation of the workbench also helps to streamline the quality of the process. In addition, standard slot cases can be automatically generated for the entire design. During the design phase, designers add more details to the concept-graded design by scribbling on trainees who may need feedback from trainees. Speakers can combine multiple feedback topics with each idea. Designers ^ Mark each topic as a compliment, touch, focus, re-direct, or other type of feedback consistent with a proven correction method. Then, the designer fills in each topic with text, video war stories, web page links, ‘reconnects, or other media items that can be passed to students as part of the anti-theme theme. Work to significantly reduce workload during functional testing. The reduction of driving force lies in: the component can automatically track the tester = two Γ add code support in the program. -Don't test ί :: The action is reported to the domain model. From that library. The tester no longer needs to record himself. The tester's actions add comments also automatically: write to disk. In order to test the action, the tester can hit ^ color 1 to encounter an unexpected occurrence of a unit # fixed control key sequence, which can suddenly produce a paragraph, without :::: description of the wrong behavior. In the execution stage, the components are distributed to the Zhuoyou who learned, QW is 7T, and the amount of track lights. These elements will respond extremely shortly

448372 V. Description of the invention Time and error-free operation are provided to the simulation team members and the feedback function. If required by the client, a student tracking mechanism can be deployed during operation to evaluate and manage the students. This will also eliminate any possible errors. (Scenario of using commercial simulation toolset) To get a better understanding of how the BusSim toolset can significantly reduce the workload of BusSim development, a good way is to go through a scenario of how to develop a specific task in the BusS ini application Use tools. To achieve this, we envisage that the purpose of the trainees in a particular task is to keep a log of invoiced transactions, and that this work belongs to the broader context of learning the basics of financial accounting. A brief description of the task from the learner's perspective will help set the context of the plot. The following descriptions are five plots that illustrate different behaviors during task development. The following figure shows a screenshot of the task interface. Figure 7 shows the basis—the preferred embodiment uses a toolbar to browse and access application-level features. Students use the toolbar to browse and access some application-level features of the application. The toolbar is an inverted L-shaped object that passes through the top and left of the interface. The top of the toolbar allows users to navigate to tasks in the current behavior. The left part of the toolbar allows students to access other features of the application, including feedback. The student can click on the group's button to analyze his submission and receive feedback. In this task, the student must record 22 invoice and other source file days in order to record the flow of budget dollars between internal accounts. (Note. Note: "11 Records of Records" and "Record Log" are records of invoices during the bookkeeping period or page 30 of 4483 72 V. Description of Invention (26) Each account in the general ledger of the other source right case The record of the debit and account creation cases is used to create the report). (Based on a better practice) was developed to create and deliver high-level feeds in high-complexity. Guiding students to learn should recommend specific behaviors by analyzing problem areas. It can be recorded by corresponding to all existing applications. Workbenches that can be interactive or specific design are packaged in a rule-based force that needs to be similar. Log login process. The process requires the following: Use the project. Once this process is complete, there is always a tentative balance and subsequent financial newspaper implementation 'a smart coaching agent tool (CAT hybridity and open ended environment to simplify and simplify feedback. From coaching or coaching The user's anti-programming functions as a tool. Further, the domain is based on predicting the students 'understanding of the field to improve the students' ability to understand key concepts. The rules and feedback of the proven feedback strategy give consistent feedback throughout. 'Regardless of the designer / developer who generated the feedback. ICAT is close to the user' so that it can be reused to improve production in data engine and warehouse projects (according to the definition of ICAT in a preferred embodiment) Intelligent coaching agent tool (IC AT) is a set of tools-a database and a dynamic link library (DLL) runtime engine-used by designers to create and execute timely feedback on goal-based training. Design The developer records the feedback and rules in the development tool. Once the feedback is set, the engine monitors the user's behavior during operation, calls the rules, and generates a business description. Feedback on deliverables. The correction model dynamically used in ICAT, based on the previous reflections of the learners, generates the most appropriate feedback to send to the learners. The ICAT model is based on the feedback

448372 V. Description of the invention (27) The theory of the library 后者 The latter has been proved to be effective through guided results and informal interviews. The model is embodied in the object model and the ICAT algorithm. Because the model is built into the tool ’, all the feedback generated by the tool fits the model. ICAT plays two roles in the training of trainees ^ First, it is a teaching system 'to help trainees fully understand and use information. Secondly,

IjAT is a goalkeeper who guarantees that each student has mastered the material before moving on to other messages. ICAT is a self-contained module that is separate from the application. Separating ICAT from the application ’allows other projects to use icat and each tester tests feedback before the application is complete. The I C a τ module is built on 6 processes. The latter allows students to interact effectively with the interface to generate and send the appropriate anti-library for student errors ^ The icat development method is a 7-step method for creating feedback. The method includes specific steps, general guidelines and learning tutorials in the field. Using this method, the effectiveness of feedback can be improved to meet the educational needs of the curriculum. Each process contains a knowledge model, and some processes also include algorithms. Each process has specific knowledge added to the design, and IC AT has a set of test tools for enhancing correctiveness and teaching. These tools allow designers and developers to try all their feedback and rules. In addition, these tools allow designers to understand their students' real-time actions as they conduct courses. The tools and runtime engine according to a preferred embodiment include corrective expertise. These items also include logic to analyze the work of the students to identify problem areas and send set 2 feedback. The designer only needs to instantiate the object to make the tool available and used. Employing expert knowledge in tools and engines ensures that every part of the course has the same effective feedback structure. According to the text of a preferred embodiment *

Page 32 448372 V. Description of the invention (28) The file structure provides a standard system environment for all applications according to a preferred embodiment. There are multiple subdirectories under the development directory. The valley of the archive directory is part of a separate architecture installation. This is determined by the size of the file directory. It does not require any supporting documents, so it can be placed on a local area network or on a personal computer. When according to the-preferred embodiment installation system, α structure when the development directory has-, _T〇〇is, _Utili1; ies,

Documentation, QED, and χdefault development directories. Each file has its own directory structure and interacts with other directories. This structure must be maintained to ensure consistency and compatibility between projects, so that differences in projects and updates to the architecture are made clear. The: Arch directory stores many of the most common parts of the system architecture. These files usually do not change and can benefit two more in different areas of the project. If the application has common VB code that will be used continuously in other applications, you can place these files in a folder in this directory The subdirectories under the ~ Arch directory are divided into multiple objects for the main project. The object in this example refers to the part of the project that is often referenced in the project. For example, Chili defines modules and classifications, and the directories are similar to function libraries and APIs. For example, the IcaObj directory stores Intelligent Coach Agent (ICA) = codes. The InBoxObj directory stores the code of the ΙΝΒ〇χ part of the project. The file structure uses the main object reference data as the file directory. For example, the 'ICaObj directory is a component that contains the main objects of ICA, such as functional forms, modules, and classifications. 〖The catalog includes modules, classifications, and forms related to the browser function in the system structure ^ The HTMLG1 ossary catalog includes reference materials for the architecture. ··

Page 33 4 48 3 1 V. Code of the invention description (29) and vocabulary components The DICaObj directory contains the I CA function codes used in the application. These codes are instantiated and enhanced according to a preferred embodiment. The InBoxObj directory includes code related to the inbox features used in the architecture. In more detail, there are two main elements in the act of structure directory. A new .ocx control was applied to provide functionality for inbox in the application. There is also a code that provides support for traditional inbox applications. The PracticeOb j catalog contains the architecture's theme elements. This theme element can also be implemented with the HTMLGlossary element. The Qmed i a Ob j catalog contains media-related components. An example is QVIDctrl.cls. QVIDctrl is the code that creates a connection between the application's QVID file and the system according to a preferred embodiment. The Sim〇bj directory includes a simulation engine, which is an application component that informs the instructor of input and output through a spreadsheet to help communicate. . For example, the login form is saved in this directory and used as a static object according to the preferred embodiment ^ S ys D y η 0 bj The directory contains a system dynamic engine (Powers im) that allows the values to be passed to the simulation engine and The code that returns the value to the instructor ^ The VBObj directory contains VB objects (visual Basic 0bject) that are common in applications. E.g,

NowWhat, the Visuai Basic Reference (Visuai Basic Reference), and specific message box components are stored in this folder. —The Tools directory contains two main directories. They represent the two most commonly used tools according to a preferred embodiment. Both directories provide code for the tools themselves. The reason for providing the code for these tools is to allow development

_11 noodles

Page 34 V. Description of the invention (30) Developers have enhanced some parts of the tools to extend their functions ^ This is very important for current project development and tool development. The Icautils directory contains data ’databse, default’ graphics, icadoc, testdata directories. The purpose of all of these directories is to provide developers with a second-level working directory that allows them to separate the test environment of the enhanced au 1 s application from the project application. This is only established as a test bench for tools. There should be no application-specific tasks here. The purpose of each of these directories is explained in more detail in the project directories section.

The TestData folder is unique to the -Tool / ICAUtils directory. It includes measurements of the return table among other components in ICAUti Is. The Utilities Directory contains available utilities that are needed to get the best results from a business simulation program. Code and executable utilities are stored here, and developers and designers can use and stubbornly use these utilities in accordance with a preferred embodiment. Most utilities are small applications or tools that can be used in simulated production. The latter include executable programs and accompanying code to enhance and change these utilities. If you create a new utility or enhance an existing utility on the basis of a purpose, it is very important to notify the manager developer responsible for tracking the business simulation assets. Any enhancements, changes, or additions to business simulation technology assets are important for future and current projects. In the feedback ICAT model, there are 4 levels of error severity and 4 levels of feedback. The instructor checks the student's work, confirms the severity of the error and connects = for the corresponding feedback level. mention

Page 35 4 483 7 V. Description of the Invention (31)-Educational Classification of Mistakes False Confession Feedback Errors Face Description Description Mistakes Description None No errors exist. The student's work is perfect. Praise Make sure the student completed the task correctly. For example: Great! You have correctly recorded the account of all accounts. I ’m glad to see that you recognize that we pay most of our bills by "instalment". There may be spelling errors or other syntax errors. As a designer, you should believe that students will master the materials at this time. . Touch up Tell the student what he did wrong and try to correct it for him as much as possible. For example, one or two mistakes in your job. "It looks like you mistakenly classified a fax purchase as a cash purchase, when in fact it was a partial installment purchase that missed a piece of paper, or a student made a mistake in an area. All multiple errors. The student apparently did not understand the area. Concentration Let the student's attention be focused on his field of work. Point out that he didn't understand at least one of the main ideas. For example, after seeing your work, I don't think you understand the concept of "on account". Why don't you revisit this idea and find out the mistakes in your work? The whole student writes on the wrong topic, or the student's work is all wrong. Redirect Restate the purpose of the action and tell participants to review key ideas and retry the action. "There are a lot of errors in your work. Before logging, you need to think about what type of transaction each source file represents."

Page 1483 72

The subject is incorrect. If the place has been corrected. I will work as I do, and I will learn how to cooperate with these principles and teach feedback. How to help students write fruit? Many mistakes, only if the teaching of the summary of schoolwork is corrected. The trainees hope that they will entrust management and education classification. type. The same work below 'This is the rewriting of the dissertation mistake, which requires spelling errors. All sentencers write the correct education components often try to borrow the teacher's attention or get answers.' There are three kinds of explanations for the design. Give an example. In the analogy of the thesis, one needs to be re-pointed, but the concurrence must be concentrated-the syntactic error is not enough. The suggestion of the cheat student can be written by the additional person. It can be used if the student's global feedback on the misleading feedback is wrong in the article. Some feedback. If all law errors are needed one by one, the instructor causes them. Only. Just as each task may be completed with only or part of the feedback management and learning to help everyone, you can only pay attention to one teaching. Learn to classify secondary answers. Everyone who can accept more reasonable errors should be retouched and praised. The focus is on what the teacher knows may not change. All feedback feedback is managed for feedback purposes. Figure 8 is a G.BS display according to a preferred embodiment. In the upper right area of the screen, the statement of account is displayed. There are four types of accounts: assets, liabilities, and income, and expenses. The user clicks on any field to display the corresponding type of account. # 员 Make a note of the date of the transaction by dragging the account in the account list = debit or credit registered. Then, you roll in dollars in each account of the project. In this interface, ‘# the same person in real life can have multiple account log entries, that is,’ borrow and lend to multiple accounts). Toolbar 1 2 0 0 and task number-

Page 3 448372 V. Description of the Invention (33) The transactions 1210 are prominently displayed on the screen. Students can move back and forth in a large number of transactions. For each transaction, the student must identify which account is the credit 'and which account is the debit. After the student has done this, he clicks on the group button. Figure 9 is a feedback display according to a preferred embodiment. □ Students may submit without doing anything. 'Want to try to deceive the system. Β I CAT system. If it is confirmed that the student has not done any substantial amount of work, send back a description in Figure 9. Management feedback. The feedback states that the trainee did nothing, but it also states that ‘if the trainee does some work, the instructor will focus on the first few log entries. Fig. 10 shows a Japanese login simulation according to a preferred embodiment. FIG. 11 shows a simulated Bell Phone Bill log login according to a preferred embodiment. These log entries are completed by logging in the utility costs and loan deposits to the borrower for $ 700 each. Figure 12 shows feedback according to a preferred embodiment showing that after attempting to record the first three transactions, the student submits his job and receives the feedback illustrated in Figure 12. Feedback Begin by focusing the student's attention on the area of work being assessed. I CAT states that it only looks at the first three log entries. The feedback states that the first two logs are completely wrong, while the third is close. If students make big mistakes in the first three transactions, 10 ^ may give feedback on re-guidance and think that a global error has occurred. The third label also emphasizes how clear the feedback can be, confirming the negligence of the approximation. Design Knowledge_ — This plot shows how tools can be used in B: conceptualization and detailed design of applications. Fig. 13 shows the steps of the first scenario according to the preferred embodiment. The designer has collected. And decided that in order to support the client's learning goals, a professor's journal is needed

Page 38

448372 V. Description of the invention (34) The task of Chi skill. The designer began designing, first by learning to keep track of the day ^^ itself, and then using the knowledge workbench to outline the grades of the ideas she wanted students to learn. At the most general level, she created a basic idea of "logging". She refined this by defining the sub-concepts of "cash-related transactions", "cost-related transactions κ", "transaction-based payment transactions". These concepts are further subdivided into the depth levels required to support the quality of learning and the authenticity of the simulation. The designer then designs the logging interface. Since the best way to learn is practice, she decided that she should ask students to write a set of transactions. She filed a set of 22 cases, and 4 cases represented the one that financial professionals thought was necessary for the job. They include entire assets, expenses, liabilities and equity, income transactions. It also includes files that should not be entered in the log. Including these " points ~ archives is because the wrong archives often occur in real life. At this point, the designer uses these domain model features in the knowledge workbench to draw the ambitions. Generate an entity in the domain model, representing each source case. Based on the 22 slot cases selected by the designer, she can: period = mistakes made by members. For these errors, she created feedback I pretend I: Insert a lot of text. She also created feedback themes, notifying learners when they succeeded that the feedback theme was created in multiple contexts. Processing 竽 贝 J 能 与 丨 The next step is to create an observation that is not computational in nature.

Transformation element). When satisfied, this summary is judged as a summary of the topics in the true mind tree (so you don't need to configure a summary in which the conditions are the work of the student. Every summary that is true is touched

Page 39 4 48 3/2 In order to test the field model of the designer, they will record the number of dollars. If the students all send out the daily energy work lamp or bit action at this stage, the user test will be conducted in the early stage. Assume . She dragged them. She also. She will be born the same way in the final step of the test and tell him to help him identify them. V. Inventive note (35) Send a topic. I used a student simulation to learn how she would like to lend or loan the engine so she could see the feedback. Participation of all interfaces. The test student and the PowerPoint PowerPoint workbench imitated him to design the necessary tests with low realism and easy to solve. The designer can enter the different accounts in the interface account. She hopes to submit each act to the way to perform the work. On the stage, there is no low-fidelity application in the world of application feedback, and what designers will come out of usability. The ease of the designer ’s work means that an account component will be tested by the user. Surface movement. A helper is testing. This problem is simpler than the steps shown in Figs. 14 and 15 in relation to the * Scenario according to a preferred embodiment. The instructional designer completed the initial interaction and interface design as seen in the previous scenario. Β After the low-fidelity test ’, the build phase begins. Graphic artists use design to create the bitmaps that make up the interface. These include bitmaps of slaves, stops, transactions, and other screen gadgets. Developers use bitmaps to build interfaces, and Longzeng adds the ability to inform learners of domain models' actions. Standard event-driven programming techniques are used here to create code that reacts to events on the interface during application lightweight execution and passes appropriate information to the domain model. The developer does not need to have a deep understanding of the content ’, because she does not need to build any logic to support the actions or feedback of the learners-

4483 72 V. Analysis of invention description (36)-. Developers also need to code the logic for rebuilding the interface based on changes in the domain model. These steps are usually required to allow the application to properly communicate with the components. Debugging utilities and regression test benches streamline the process. Once the application's interface and component communication are working as designed, the task is turned to usability testing. (Test Plot) describes the cycle the team goes through to test the app. It's specifically about usability testing, but it's easy to see that these tools also help with functional and cognitive testing. We again use the task of sjiri tfe as an example. Figure 16 shows a test scenario according to a preferred embodiment. Participants in the test underwent a journaling activity. A student has just completed half of his task and is trying to record the 16th transaction. The trainee submitted to the financial coach, but the feedback was blank. The participant informs the helper to right-click on the face of the financial coach in the feedback window. Then a window appears, showing that this is the 27th commit, and showing other details of the commit. Help the person (or even the student who has just completed the task successfully) enter a text description of the problem and fill out other sections to indicate the nature and severity of the problem. All the work of the students and all the feedback they received in the 27 submissions are registered in the User Acceptance Test (UAT) archive database. Instructive designers can view all the student's historical records in the UAT database, and retrieve the unit period in which the student in question tried to do journal work. The designer then used the regression testing workbench to rebuild the students' 27 submissions through the component engine. , Then, designers can browse through each submission

P. 41 4483 72's work. Now I need to attach a summary and save the video within the bell. I will give the operation and give it to the trainee designer. She will add the subject. The new attribution test of the war mission required feedback and assistance to users. Using debugging tools to target the solution, it was possible to design and work with the owner, and to cover the tests and questions on the workbench. She used V. Invention Description (37) to examine the cause of the problem when the student submitted the comments (if state owned). The specific combination of a few mistakes is used as a platform to design Jin's placeholders and scripts for learning. Designer The mission's important, themed, and wartime elements of the mission give the new mission design document to all users. The personnel to determine the knowledge of the trainees into a video war story support in these environments and trainees on the new design. If she is satisfied with the new profile, she will then send the file. Figure 17 shows the basis-the preferred embodiment. The toolkit should be based on the job type. ProfU data, so as to ensure that planning an application has additional needs to learn instructions, faster. Based on these additional tasks, ‘show progress’ to support student management. When a student enters the course for the first time, he performs a pre-test of his financial skills, and then fills out a form about his grades and other information. These messages are reported to the domain model. Learning needs. Dynamically schedule lessons from the task library. The application plans its main browsing interface (if one is the main browsing interface) ’and indicates that the learner is taking notes among other things. When a student passes the course, his ability to show his progress in some areas is better than in other areas. The discovery 'can change his schedule, add tasks for him, and help him master the troublesome content. At the same time, those tasks he has already been deleted. When students work on assignments

Page 42 4 48 3/2 V. Explanation of the invention (38) --- 2 o'clock · Automatic operation, every feedback and performance obtained, what-instructions can be performed in the student tracking database track. Every interval or period of time or all tracking data is transmitted to a central location. These materials can be used to verify that Xue Bei has completed all the masterpieces. Further analysis of these materials can be used to measure his mastery of the content. Implementation-Figure 18 shows how the kit supports student interaction according to a preferred embodiment. In this task, the #clerk attempts to log the invoice. What he saw was an account chart, an invoice, and a log entry for each invoice. He drags and drops an account from the account chart to the "Debit" and "Credit" lines of the log entry, and enters the number of dollars debited and borrowed to complete the log of the transaction. "He does this for each transaction." When the student interacts with the interface, 'All actions are reported to the domain model and recorded. The domain model has a meta-model that describes the information contained in transactions, data, and log entries. The student's actions fill the domain with appropriate messages Entities in the model. When the student is ready, he submits his work to the members of the simulation team for review. The submission triggers an analysis-interpretation cycle. The Transformation component is called and additional calculations are performed on the key data of the domain model. For a given log entry, the borrowing is not balanced. The Tran sformati on element may perform rule-based pattern matching on the domain model, checking the student's actions and the results of any TransformatiOn component analysis. Once the errors given by the student are confirmed Or the correct answer, 'A lot of summaries will be raised. Remediation will inspire the theme elements. When the work element is completed Prof iling

Page 43 4483/2 V. Description of the invention (39) After the ‘Remediation component’ is called. The Remediation algorithm searches the active tree for ideas in the idea tree to determine the best set of topics to send. This topic set may include text, video, audio, URLs, and even actions that manipulate domain models. The set of topics is then assembled into prose-like paragraphs of text and media ’and sent to students. Text feedback helps trainees to limit their errors to local work, understand the causes of errors, and how to correct them. This provides students with the opportunity to watch video war stories related to incorrect logs, taxes and legal consequences. It also provides participants with links to reference materials explaining the basics of the log. When any training item that leads to the update of the domain model is registered, the analysis-interpretation cycle ends "and the interface is transferred to represent the new domain data. In this example, the designer chose to use a red mark to highlight that the student did not make a journal transaction correctly. (Functional definition of I CAT) This section describes the feedback process according to a preferred embodiment. For each process, there is a process definition and a high-level description of the knowledge model. This definition is intended to give the reader a baseline understanding of some of the key components / objects in the model, so that the reader can continue reading the rest of this article. For a more detailed description of each element in each knowledge model, please refer to the detailed description of 1 (: ^ element. But to get a general understanding of ICAT, just read the general description. If you want to learn more about I CAT Please read this section and the chapters detailing the components related to knowledge models and algorithms. These processes and algorithms embody the feedback model in ICAT. There are 6 main processes in ICAT, which are described below

Page 44 4483 72 V. Description of the invention (40) This will be explained in more detail later. Figure 19 shows the correction process according to a preferred embodiment. When the student interacts with the application interface (Procedure # 1), corrections begin. When the student tries to complete the commercial submission of the subject matter, the application sends a message to each action (Process # 2). When the student completes the work and submits it for review, ICAT sends the student to complete the action. Compare the approach with the way the designer stated that the action should be completed (this is called domain knowledge) ^ Based on the comparison, ICAT obtains the number of correct, wrong, and irrelevant items (process # 3). After the count is completed, ICAT tries to inspire all Rules (processes). Each inspired rule generates a training topic (process # 5). The feedback algorithm chooses which feedback to display and forms them into a coherent text paragraph (process # 6). Finally, as a creation As part of the feedback text paragraph, ICAT replaces all the variables in the feedback with specific values of the student's work. This will make the feedback more specific and make it completely targeted to the student's actions. Knowledge model is an interface object. In any GBS task, the student must : Use the controls on the application program interface to complete the required submission target. Figure 20 shows the log work according to a preferred embodiment. Objects. The following abstract objects are used to build all types of interface interaction models. One has a limited set of tasks to complete the work. ^ Every = 4 credits. Students can manipulate the objects. In other words, the task of 1 task (Account name) is called ource is a will-somethingitem object

Page 45 4483 V. Description of the invention (41) Objects put together in a group ^ There is a one-to-many relationship between Source objects and Sourceltem objects. In the journal example, there are four types of accounts: assets, liabilities and equity, income, and expenses. Each account is one of these types and can only be one and therefore appears under the appropriate bill. For each account type list, there is a corresponding Source object. A target (Tar get) is a fixed location where students can place Sourceltem to complete / item. In the journaling example, the student places the account on two possible targets: debit and credit. The first two lines of the log entry control are debited and the last two lines are credited. These two targets are specific to the 12th transaction. Tar get Page is a collection of Target objects. There is a one-to-many relationship between the TargetPage object and the Target object (same as the relationship between Source and Sourceltem). In the record example, each of the 22 transactions has a date, login. There is a corresponding TargetPage object for each daily login, which contains the debit and credit of the log entry. When the student manipulates the application interface, every action is reported to I CAT. To inform IC AT of what action was taken, the application calls the database and asks for a specific interface control number. Once the application has obtained the IDs of the Target control and Source Item control, the application notifies ICAT of the sourceltem mapping target. In other words, whenever a student manipulates a source project 'and associates it with the subject (for example, dragging the account name to a Japanese debit bank)' user behavior is recorded as a mapping between the source project and the subject, This mapping is called UserSourceltem. Figure 21 shows a source according to a preferred embodiment.

Page 46 483 7

V. Description of the invention (42) Mapping between the project and the target project. Once the student is ready, he clicks on the group member's icon and submits the work to a simulated group member. ICAT receives the student's work ’and it calculates which work is correct. The concepts in our journaling activities also include debits, credits, etc. For each of these concepts, ICAT reviews the students' actions | and determines how many actions of the students are correct ^ ^ In order for icat to understand which targets on the interface are related to each concept, we combine the targets with the targets Give priority to groups and hierarchies. Once all training topics have been initiated, a feedback choice analyzes the activity corrections in the idea ranking and selects the most appropriate to send. The selected feedback is assembled into a combined feedback paragraph and sent to students. Figure 23 shows feedback selection according to a preferred embodiment. When ICAT launches CoachTopics through rule firing, the feedback selection algorithm is used to determine the most appropriate set of Coachltems (specific feedback text related to Coach Topics) for sending. The algorithm is based on the analysis of the concept hierarchy (TargetGroup tree), the use of the history of CoachTopics and Coachi terns to determine the work. Figure 24 shows a flowchart of the feedback logic according to a preferred embodiment. The five main areas of sequential execution of feedback logic are listed below. First, the algorithm searches for the target group and searches for the top target group with the active training theme. Second, the algorithm checks whether the top training program is praise. If the feedback is praised, it means that the trainee has correctly completed the commercial submission, so IC AT will stop working and return the training project. Third, if the feedback is not praise, ICAT will check whether it is a re-directed, polished, or tricky (its corresponding English is

Page 4483/2 V. Explanation of the Invention (43) ------------ "Mastermind" means a student who is clever and unwilling to try hard to learn a subject. Ways to ask for feedback, pass the level), or stop without completing. If this is the case, the algorithm stops and returns the feedback to the user. Fourth, if the feedback is a concentrated feedback ', the algorithm targets children's target groups' and groups any activity feedback in these target groups with the title of the set group into a group. Fifth, once feedback is collected, the substitution language works by replacing substitution variables with appropriate names. Once IC AT has selected the feedback to send back, it assembles the feedback into a paragraph. ICAT also participates in and replaces all variables during the assembly of the paragraph. Source Item and Target have specific variables. Variables give feedback Specificity. Feedback can indicate on which Targets which wrong Sourceltem is placed. It also provides hints by providing one or two Source Sources mapped to. '(Steps for creating feedback according to a preferred embodiment) The purpose of feedback is to help students complete a commercial submission. The coach needs to identify what the trainees understand and do not understand. Practice needs to tell the student his problems and help him understand these concepts. & Development of feedback for programming involves 7 main steps. First, ^^ Build a strategy --- the designer defines what students should know. Second, limit errors through the interface-the designer determines whether the interface can recognize some low-level errors. Third, create a target 蚯 grade _ ~ The designer expressed the knowledge β in the guidelines. Fourth, rank the target 纰-the designer tells the guide which concepts should be diagnosed first. Fifth record feedback-the designer records feedback to tell students what they have done

Page 48 448372 Five 'Inventions (44) Method and what to do next. Sixth, record the level of feedback ______ The designer writes down different levels of feedback to prevent students from making the same mistake multiple times. Seventh, the rule of record --- the designer defines the mode that stimulates feedback. A feedback strategy is a loose set of questions ’that guide designers as they create rules and feedback. The strategy explains what the learner should learn, how he should try and create a commercial submission, and how an expert can complete the submission. For students, the purpose of the app is to provide a transition from a novice model to a specialized model. What should students know when using the app? The first task the designer needs to accomplish is to define precisely what the learner must learn before the interaction ends. Should students know specific knowledge such as formulas? Or ’should students understand high-level strategies and detailed business operations? This knowledge is the foundation of the feedback strategy. The instructor needs to confirm whether the learner has used the knowledge correctly or if there are still errors. One example is logging. For such activities, students need to know the purpose of the journaling activity, the specific account to be borrowed, and the amount of the loan. The student's loan work may not appear to be correct or incorrect by itself, but it is correct and incorrect when combined with borrowed dollars. Because there are two different types of knowledge ------- loan account and loan amount ------- feedback needs to identify two types of errors and provide appropriate feedback for them. How does the hand try to accomplish this task? Designers should start by defining how they think novices try to accomplish the task. For students, where is difficult and where is easy. This newbie ’s point of view is a model of thinking that students bring into the task. Instead, it should help students get experts.

P. 49 ^ 483 7 2 V. The point of the invention description (45). Designers should make special mistakes. The designer will want to confuse some accounts in the log activity as an example so the designer may clarify these vague ideas. Finishing That Stay # Follow the characteristics that they think students will make These mistakes create specific feedback. An expense account. Because students can be confused-need to write down specific feedback to help students? This type. Feedback should help students transition to being able to provide feedback, and key feedback from expert models should be included. When a student completes some tasks, encourage them to tell them that he has completed the process correctly to complete other tasks. These four question summaries ’but they define feedback and integration. Designers should ensure that feedback is evaluated. In addition, feedback should be able to correct characteristic errors. In the end, designers should return feedback as well. Once this is confirmed, the target component level is created. Because the existence is exactly the task to complete the understanding of the model, the problem is not an application. The accrediter believes that the feedback of some component surfaces and the type design that is responsible for the task will be included in the program he wrote to the student and may include the need to create programs. Students who study will be organized into groups. The designer's influence on the expert model will be created in praise of the negative drum with the same construction feedback. The completed work can be opened for any convicted person. What do the designer need to choose? Carefully rectify through the interface. The decision criterion is: Is the error a low-level data entry error or a high-level intelligent error? If the error is a low-level error, such as a typographical error, correcting through the interface may be appropriate. If the designer decides to have the interface indicate an error, it looks as if the message was generated by the system. The information generated by the system is a mechanical check and does not require complicated reasoning. In contrast, complex-reasoning, such as why students choose a particular account type to borrow should be.

Page 50 448 3 7 2 V. Explanation of the Invention (46) --- I. Correction by ICAT. It is important that students know what type of correction they want from each source. Interface-based corrections should look and feel like system messages. They should use a different interface than r CAT correction and give a different feel. In the journaling work described in this article, there is a system message that reads "Imbalance between borrowing and loan". This message is given through different interfaces, short sentences and other corrections are different. The motivation for doing so is Low-level data entry errors show loose work rather than misunderstanding. Loose work errors do not require a lot of reasoning about the causes of the errors, they just need to be identified β. However, high-level reasoning errors need to be related to the cause A lot of reasoning, and CAT provides tools (such as target groups) to help complete complex reasoning. The target component level allows slackers to group mistakes and ideas and ensure that they are corrected at the most appropriate time (ie, difficult (The idea is corrected before the easy idea). Timing and other human-like corrections require ICAT; other low-level errors that do not require a large amount of reasoning include: do not wear orders-if the task requires a large amount of input 'then The interface is able to check whether the input has been completed before allowing the learner to proceed. By finding blank space early in the process Domain, students can avoid the frustration of having to check all inputs in an attempt to find blank areas. Huang ^ ------ A simple check of the system is to find out if a selection or input was made. If no selection is made, then the system generates a message & quot You must complete X " may be appropriate before proceeding. The number is not pc S? .------ Another quick check is the number of matches. Just as in the journaling activity, put the quick interface check in In place 'to ensure that the number of matches must be exactly equal

Page 51 4S3

V. Description of the invention (47): ’是 是 很 Helpful #. Small data entry errors are often easier to correct at the interface level or training level (this is when they are not critical to the purpose of the course). There are two main issues to keep in mind when using the interface to correct errors. The first step is to correct low-level data entry errors. Second, make sure that feedback looks and feels different from ICAT feedback. The interface feedback should look and feel like it was generated by the system, while the ICAT feedback should look like it was generated by an intelligent coach who works as an observer. Create _ target ~ ^ · grade --------- the target group is a set of targets that can be evaluated as a whole. "Back to the severity principle of feedback theory, it can be clearly seen that the instructor needs to confirm that the student is not Understand which behaviors. Is this a global issue? That is, the trainees cannot understand the action at all. Or is this a partial problem? This means that students are only confused by one idea. Using the feedback algorithm described previously, the mentor returns the highest target group with feedback. This algorithm requires that the designer start with a large target group and generate a child group that is a descendant of the large group. ICAT allows participants to compile the subject into more than one category. Therefore, the debit subject of transaction 1 3 can be in the subject group of item 13 of the transaction, the debit subject group, and the subject group including all source files. I should group the subject with 4 key points in my head. Target groups should be grouped according to the following: concepts taught; interface restrictions; avoiding message overload and positive encouragement. The most important issue when creating target groups is to create them based on the concepts that students must understand to achieve their goals. Grouping of ideas similar to the concepts that students must know, allowing coaches to review these concepts and see

Page 52 4483 7 2 V. Explanation of the invention (48) Which concepts make the academic structure confirmation table, which includes how wide the general view has a direct relationship between each target group in the target group, such as the generation of One is divided into grades, design ideas. The first from the smaller possibility and later, the existence of the whole is, but the second stage should be a kind of non-conclusion and a big list of courses. The designer of the course needs to have multiple relationships. . The generalist is confused. Out of the field of granularity. These ones . It defines all the concepts, the parent-child relationship, and the structure of the concepts. The first step is the concepts of all concepts. The concepts have all the concepts. Some target groups t exist or part of the idea of constructing the list process all the way to the target group to be identified. Some types of points are not lists. * Notes: Loads from Database or

Document based on values of m_StorageTypeTask and m_StorageTypeStudent 氺 木 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 氺 木 氺 氺 氺 氺 氺 氺 氺 氺Wood / extern 11 C " {long ___export WINAPI TuResuraeStudent (long

StudentID, long TaskID, int fromSubmissionSeqID //

Resumes a Student ’s work for the Task at the

Page 53 448372 V. Description of Invention (49) specified Submission extern " C " {

long —_export WINAPI

TuLoadArchivedSubmissions (long Student ID, long Task ID, int fromSubmissionSeqlD, int toSubmissionSeqlD); // Loads Archived

Submissions For a Student ’s work in a Task} extern " C " {

long __export WINAPI

TulJseArchi vedSubmissi ons (int n); // Replays n

Archived submissions for debugging} extern " C " {

long __export WINAPI

TuSaveCurrentStudent (); // Saves Current

Student's work to DB

Page 54 4 48 3 7 2 V. Description of the invention (50)} extern ". " {long __export WINAPI KillEngineC long ITaskID); // Delete all Dynamic objects before shutdown * Function Return

* Variables: TUT_ERR—OK wood * Notes: Less + + Less Less Less + Taxi + Taxi + Taxi + Less + Business + + + + + + + + + + + + + + + + + + + + Little Little Little Little Little Little Little Little + rush · Little + all ice / extern " C " {long __export WINAPI TuSetTaskDocPathNameC LPCSTR fnm);} / 木 ^ ^ ^ ^ ^ not not + + + + + + Small + Small + Small + Small + Small + Small ++ Small + Small ++ Not + Small * Name: TuSetFeedbackF ileName 氺 Purpose: To set path and name of file to use for holding feedback 氺 Input * Parameters: LPCSTR fnm

Page 55 448372 V. Description of the invention (51) * Path and name of file to use for holding feedback * Output none * Parameters: 氺 * Function Return

TUT ERR—OK * Variables: Wood * Notes: ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ a small + + + + + small 4½ small open k + + small + + no no + no no + catty I小 + 小 斤 t 不 + 小 个小 + 小 氺 / extern " C " {

long export WINAPI

TuSetFeedbackFi1eName (LPCSTR fnm);} / * taxis, taxis, taxis, taxis, taxis, taxis, taxis, taxis, taxis +++ + + taxis + jz + taxis + taxis + + small · ^ Yfk yfk yfk

TuSetFeedbackPrevFileName * Purpose: To set path and name of file to use for holding previous feedback * Input

Page 56 4483 ^ 2 V. Description of the Invention (52) * Parameters: LPCSTR fnm * Path and name of file to use for holding previous feedback * Output * Parameters: none 氺 * Function Return

^ Variables: TUT—ERR_0K * Notes: ^ No, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no / extern _ 丨 C " {

long —_export WINAP I

TuSetFeedbackPrevFi1eName (LPCSTR fnm); / Wood Lessing Order + Taxi + Taxi + Less Taxi + Taxi + Less + + Less + 4 Less + + Small + All small + + small + small + + small + no + no + + no * Name: T uSe tLogF i1eName * Purpose: To set path and name of file to use for full logging Wooden Input * Parameters: LPCSTR fnm * Path and name of file to use for full logging Page 57 448372 V. Description of the invention (53) * Output none * Parameters: 氺 * Function Return

TUT ERR OK * Variables: * Notes: + + + + + + + + + + + + + + sj / 少少 ++ + taxi master taxi master taxi master taxi master + master taxi ^ 1 small small small yfk small + + Small and small ^ Small and small / f1 * Small and small ex / extern " C " {long —_export ffINAPI TuSetLogFileName (LPCSTR fnm);} / Mushi Shishi Shi + 士士 + + + 士 '^ > * Name: TuSetLogLoadFileName * Purpose: To set path and name of file to use for load logging ^ Input * Parameters: LPCSTR fnm * Path and name of file to use for load logging * Output * Parameters: none 页 Page 58 4483/2 V. Description of the Invention (54) 氺 * Function Return

氺 Variables: TUT_ERR_0K 氺 * Notes: Taxi, Taxi, Small ... Small, small, small, small, small, small, small, small, small, small, no, no, no, no, no, no, no, no, no, no, no, no + 小 + + + + 不 * / extern " C " {long __export WINAPI TuSetLogLoadFi1eName (LPCSTR fnm);) / wood h ^ r ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ k nL + + 不 不 + 不 + 不 + 不 + 不 + 不不不 + 不 + 不不不 + 不不不 小小 不 小小 + 小小 + 小小 冲 氺 小小 小 氺use for student * Input * Parameters: find file to use for student 氺 Output 氺 Parameters: 氺

TuSetLogStudentFileName To set path and name of logging LPCSTR fnm

Path and name of logging none

^ 4483 i V. Description of the Invention (55) * Function Return

* Variables: TUT_ERR „0K t * Notes: Every little one little one little one little one little one little one little one +++++ no no no no + no no no no No wood / extern " C " {long one—export WINAPI TuSetLogStudentFi1eName (LPCSTR fnm); / 氺 * Α1 1ί1 1ί1% J ： 1 1ji1 ^ < 1 ^ 11 no + no no no small no + no + no small "No, no, no, no, no" no + no no no no no no + no no no no no no no no

To set path and name of logging LPCSTR fnm

Path and name of logging none

Page 60 1

Name:

TuSetLogSubmissionFileName 氺 Purpose: file to use for submission 氺 Input * Parameters: 氺 file to use for submission 氺 Output * Parameters: 448372 V. Description of the invention (56) 氺 * Function Return

* Variables: TUT_ERR_0K 氺 * Notes: ^ ^ ^ ^ ^ * / extern " C ”{

long —_export WINAPI

TuSetLogSubmissionFi1eName (LPCSTR fnra);} / Ben ^ ^ ^ ^ k ^ ^ k ^ k ^ k ^ k ^ k ^ k ^ k ^ k ^ ^ ^ No +++++++++++++++不 + 不 不 小 不 + + Little Little Little Little Little * Name: TuSetLogErrFileName 氺 Purpose: To set path and name of file to use for error logging Wooden Input * Parameters: LPCSTR fnm 氺 Path and name of file to use for error logging 氺 Output * Parameters: none

Page 61 448372 V. Description of the invention (57) Wood * Function Return

* Variables: TUT_ERR_0K * Notes:

^ ^ U Small not small + + a small + + a small one + a small small ^ k + a small small a small + a small small a small no + / extern " C " {long __export WINAPI TuSetLogErrFί1eName (LPCSTR fnm); / * sX ^ \ 1 / \ i ^ v | ^ ^ L · > 1 ^ ^ U ^ r ^ L · ^ · s ^ ^ k + pcs / fs pcs + small + no + no +

TuSe tTrace To turn Trace on and i n TraceStatus TUT_TRACE_ON TUT_TRACE_0FF * Name: * Purpose: off wood Input * Parameters: t: Turn Trace On wood: Turn Trace Off 丨 Output

Page 62 448372 V. Description of the invention (58) 氺 Parameters: Wood 氺 Function Return * Variables:

Value wood wood wood 氺 none

Previous Trace Status

TUT_TRACE_ON TUT—TRACE_0FF TUT_ERR_INVALID_TRACE_STATUS * Notes: taxi order + order taxi order + + + order

Not + small + small + small + + + small + small + small + small + + + + + + + + + not not not + + not not I wood / extern " C " ί long export WINAPI TuSetTraceC int

TraceS tatus);} / * Shi Shao Shao Ling Shi Ling Qi Ling Ling Shi Ling Shao Shao Shao + Φ + Φ Small + Little / Little Little Hill Shi Shishan all one by one * T * one by one All of them + 小小 Φ + + 小 ΦΦ is not no small no no no no small no no + no no + ^ Name: TuSetTrack Wooden Purpose: ding o turn Tracking on and off. While tracking is on * all work the user does

Page 63 4483 72 V. Description of the invention (59) and all feedback the user receives this is kept. While Tracking is off only the most recent work is kept. Wood Input 氺 Parameters: *: Turn Tracking On 氺: Turn Tracking Off * Output Wood Parameters: 氺 Function Return * Variables:

Value 氺 氺 氺 wood int TrackStatus

TUT_TRACK_ON

TUT_TRACK_OFF none

Previous Trace Status

TUT ^ TRACK ^ ON

TUT_TRACK_OFF

TUT ERR_INVALID_TRACK_STATUS * Notes: + Taxi + + Small ♦ Small Small Small Small Small + Small Small + Small Small Small No No + No + + No No Small + No + No • ^ Small + + Small Small / extern

Page 64 448372 V. Description of the invention (60) long —export WINAPI TuSetTrack (int

TrackStatus); simulation engine The idea is to allow designers to model the tasks they want students to complete using Excel spreadsheets. Then, the designer has the algorithm and engine, can read all the important units of the spreadsheet, and inform the smart coaching agent of the appropriate information (SourceltemlD, TargetID and Attribute). "In this way, the spreadsheet becomes the central repository of student information, including tasks Most of the calculations required, and can be combined with the engine to handle all communications with the ICA. This task is self-contained in a spreadsheet, so designers no longer need a graphical user interface to test their design capabilities. Once the designer has fully tested the key points: Yes 2: i and it is filled by the engine. Features provided. Very important is that all the corrections that I CA needs to know have passed: Erqing knows how to call ICA. This is largely due to =: level requirements ’and greatly reduces the rules for each task to the two-style division: i The end product will also have fewer defects, because the teaching & 3 .. section. Finally, == we only check the code between the-and the app to load the data into the strontium 杳 蚪 loading data ’coach Zheng eight < the chance of data inconsistency is zero.

Page 65 4 483 7 2 V. Description of the Invention (61) 1 FIG. 25 shows a block diagram of an architecture for generating a simulation model according to a preferred embodiment. The simulation object model includes a spreadsheet model, an electronic form control object, a simulation engine object, a simulation database, input objects, output objects, list objects, and path objects. The first object we discuss is the spreadsheet object. The spreadsheet supports all simulation models. The control object is easy to integrate with the VB development platform. Control objects support printing and are compatible with Microsoft Excel spreadsheets. Knowing this, designers can use the power of Excel formulas to build simulations. The different cells contained in the spreadsheet model can be set as inputs, outputs, or lists and belong to the simulation path. All cells required by the designer to be entered manually by the designer or entered by students through the GBS application are represented by input objects. Each input has the following interface: Field name Data class 漤 Description

Input ID long form The main Kev long form

TaskID

PathlD Long

.Name with PathlD input 1 ............. *-— Description of input

InputName

InputDesc string 柘 0 string * 255

ReferenceName

TutorAware

SourceltemID

TargetID

Row string * 50 boolean long long long long spreadsheet related input

Whether the input has been changed. Ignore icA. If the input is an explicit input, it is SourceltemID; if the input is a drag-and-drop input, it is 0. Target II) Number of input spreadsheet lines—speed optimization

Page 66 4 48 3/2 V. Description of the invention (62)

Column Number of spreadsheet columns for long input—speed optimization SheetName string * 50 SheetName is the location of the input—speed optimization—- each of these inputs is stored in the input of the simulation database (ICASim.mdb) In the table. See the following example. When designers construct their simulation models, they must be aware of the fact that there are two types of inputs (explicit inputs and drag-and-drop inputs) > Explicit inputs consist of cells in a spreadsheet 'can be designed by the designer Fill it at any time, or fill it with a GBS application by simulating the engine object during operation. The purpose of this unit is to provide an entry point for the simulation model. The entry point can be, for example, the answer to a question or a parameter of a formula. If the unit is

TutorAware (all inputs are usually TutorAware), then ICA will be notified of any unit changes. When the CA receives a notification of a change ', in fact, two messages are sent to the ICA: an ICANotifyDestroy message with input information such as SourceltemID, TargetID, and empty Atrribute. This message is to notify ICa to delete this message from the memory ship. The other is to have input information such as sourcetem ID,

TargetID and ICANotifyCreate message for Atrribute (unit numeric value). This message informs IC A to add this information to memory. Explicit input never asks the user to answer arithmetic questions. The steps for constructing a simulation are as follows (^ unit definition name. Here we have defined it as "Di stinct_Input (,". In ICA, define a task to be assigned to the simulation, for example: 123 & TaskID generated by ICA. In ICA In the definition of the target for the input, for example: 001 generated by ICA

Page 67 4483 7 2 V. Explanation of the invention (63)

Target ID. Define the Source Item for the input in the ICA, for example: ICA generates a Source ItemlD of 12 01. Associating inputs with paths (see discussion of path objects) ^ Add information to the input table of the simulation engine database. The records in the input table are listed below.

InputID: 12345 TaskID: 123 PathID: 1234 InputName: Input of Question 1 InputDesc: Explicit turn of Question 1 ReferenceName: Distinct_Input TutorAware: True SourceItemID: 1201 TargetID: 4001 Row: 2 Column: 3 SheetName: Sheet1 Once the user clicks " Operation I / O 11, fill in 7Rc) w, Column and SheetName. The simulation engine decodes the definition name (reference name) entered by the designer ’and populates the table accordingly. This is very important — step. There are several situations where designers can change the layout of a spreadsheet by moving a defined name position and forgetting to perform this step. In this way, the strange information is passed to the coach; the information may be the old line and \

Page 68 4483 72 V. Any information that happens to be stored in column (64) of the invention. Once completed, the simulation can be tested using the 1 ^ utility. Sigher

Drag-and-drop input includes two consecutive spreadsheet cells. Both must be filled in by the designer at design time, or used by the simulation engine object in operation by the GBS application. This type of input is often / when the user has to choose one of a number of possible answers, the drag-and-drop round is usually TutorAware. The leftmost cell contains the Source 11 eml D of the answer selected by the user (each possible answer has a sourIte: iD), while the rightmost cell can contain the value associated with the answer. You need to define a name or ReferenceName for the rightmost cell in the spreadsheet. When notifying ICA of any changes, in fact two messages are sent to IC A: one is the ICANotifyDestroy message with the input information, that is, the SourceltemID before the change, the input TargetID, and the Atrribute value before the change. The other is an IC AN otifyC reate message with input information that is the SourceltemID after the change, the TargetID that was entered, and the Atrribute value after the change. The steps for constructing the simulation are as follows: Define the name for the unit (11) of the meaning 6161. Here we have defined H DragDrop_Input " Let us use the same TasklD as before, because problem 2 is part of the simulation in problem 1 . For example: TaskID is 123. In ICA, define a Target for the input. For example: 4002 by Ding 3 犷 3 (light 61; 11). In 108, Sourceltem is defined for each possible answer to the question. For example: SourceltemID of 1202 to 1205 generated by ICA. Associate input with path. (See discussion of path object); add information to simulation guide

Page 69 4 48 3 7 2

5. Description of the invention (65) In the input table of the engine database. According to a preferred embodiment, it is listed as follows. 1Records entered

InputID: 12346 TaskID: 123 PathID: 1234 InputName: Input of Question 2 InputDesc: Drag and Drop Input of Question 2 ReferenceName: DragDrop_Input TutorAware: True SourceItemID: 0 Mumu TargetID: 4002 Row: 11 Column: 3 SheetName: Sheet1. List Object Include a cell that identifies the list (cell # is a series of placeholder lines similar to drag-and-drop input (cell unions) and # nl-nn). This list is often used when the user has to select multiple possible elements from the element. Unit # 1 must select multiple names, also known as list names. Unit # l.l-n. A unique definition of a possible answer Source It emlD (each one contains the user's choice ^ 食 老 p ^ I a Source Item ID). The content of these tables must follow the format: ~ ListName ~ SourceItemID. Unit # 1.2-n.2 will contain left

Page 70 4483 72 V. Description of the invention (66) SourceltemlD of the adjacent unit. The unit η.3-η · η is a selective placeholder for the material associated with the answer. Special Note: When executing list objects, the designer must set the cells in # η. 卜 # η. Η to be empty, because this area will move up each time an item is deleted from the list. Each list has the following interface: Realm name data type '----- __ Description ListID Key of long form TaskID Long taskID of list-related tasks PathID Long list of paths related to list of sounds PathiD ListName string X = 50 List name ListDesc string * 255 List description ReferenceNarae string 50 Cell name of list related spreadsheet TutorAware Boolean Should notify ICA TargetID Long output TargetID TotalColumns Long data Total number of rows Row spreadsheet output long honey-> Speed optimization Column number of spreadsheet output long—speed optimization SheetName string * 50 SheetName is the input position—speed optimization continues us Mathematical test to illustrate the use of lists. The math problem in this example invites the user to select multiple elements to build an answer. This is the multiple steps required to construct the simulation for this section. Fig. 26 shows the construction according to a preferred embodiment.

Page 71 4 483 7 2 V. Description of the invention (67) A simulation step is constructed. Define a name for the C23 unit in Exce. Here we have defined " The_Li st ". We use the same TaskID as before, because Question 3 is part of the same simulation as Question 1 and Question 2 For example: The Task ID is 123. For example, the target is defined for the list in ICA. For example, Target1D generated by ICA is 400 6. A Sourceltem is defined in the ICA for each item that may be on the list. For example: 1 209, 1210, 1 211, 1212, 1213, 1214 are generated by ica. SoUrceUemiD. Link lists to paths (see discussion of path objects). Add this information to the list table in the simulation engine library.

ListID: 12346 TaskID: 123 PathID: 1234 ListName: List of Question 3 ListDesc: List of Question 3 ReferenceName: TheJList TutorAware: True TargetlD: 4006 TotalColumns: 1 Row: 23 — Column: 3 SheetName: Sheet1 List according to a preferred embodiment The records of the form are listed below. Spreadsheets store calculation results (and * require external input)

Each output is shown in the following table. Units can be represented by output objects. Every interface. Field Name Data Type 漤 ---- Description ~ η OutputID Long ---------- ______ The main Kev of the table ~ ^ TaskID Long is related to the rotation of the cup box & Τα cL · TFi PathID Long — --lasKliJ Techniques related to output 6 #! ΰ > ι + μΤΓι ~ One OutputName String wood 50 ——- ** iwr4 γΆΤΠ I \) Name of the output ~~~ OutputDesc Wood 255 Description of the output ~~ ^ ReferenceNaine字条 木 50 The electronic grid related to the output of TutorAware 1 Whether the Boolean type should be notified when the output changes. SourceltemlD SourceltemlD TargetID Long output TargetID Row Long output spreadsheet row number — Speed Optimization Coliam Long Output Number of Spreadsheet Rows-Speed Optimization SieetName String * 50 SheetName is the input position-> Speed Optimization These messages for each output are stored in the simulation database (ICASim. mdb) in the output table. When designers construct their simulation models, they must be aware of the fact that there is only one type of output: explicit output. Explicit output consists of, and consists of, only one spreadsheet cell containing a formula or calculation. The existence of output cells is the main reason for having an analog model. If the unit is TutorAware, when processing the output, IC A will be notified of any changes in the unit, otherwise I c A will not know about it. Page 73 4483 7 2 V. Description of Invention (69) Any changes " When IC A is notified, 'In fact, two messages were sent to ICA: an ICANotifyDestroy message with an output message (ie SourceltemID, TargetID) and an empty Atrribute. The message is to suggest that I C A delete this message from memory. The other is an ICANotifyCreate message with an output message (ie Sou reel temlD, TargetID) and Atrribute (a numeric value). The message is to suggest that ICA add this message to memory. Rather than notifying ICA when changes occur during explicit input and drag-and-drop input, explicit output is processed in batches before ICA is required to provide feedback. To tell the total dollar amount of items in the ICA list, we must need an explicit output. The output also includes a summation formula. Define a name for the C24 element in Ex cel. Here we have defined " Distinct _0utput ". We use the same TaskID as before, because Question 3 is part of the same simulation in Question 1 and Question 2. For example: Task ID is 123. Define the target for the list in ICA. For example, -ICA generates a TargetID of 4005. Define Sourceltem for rotation in ICA. For example: ICA generates a SourceltemID of 121 5. Link output to path (see discussion of path object); add message to output table of simulation engine database. According to a preferred embodiment, the records of the output table are listed below.

OutputID; 12347 TaskID; 123 PathID: one ^ 1234 OutputName: output of question 3

Page 74 448372 V. Description of the invention (70)

OutputDesc: Explicit output of Question 3 ReferenceName: Distinct—Output TutorAware: True SourceItemlD: 1215 TargetID: 4005 Row: 24 Coliunn: 6 SheetName: Sheet1 The path is used to divide the simulation model into sub-simulations, which means that you can assign specific Group inputs, outputs, and lists to form a consistent set or path of parts. Each path has the following interface: Field name Data type description PathID Key of long form TaskID Long pathID TaskID PathNo Long path related value PathName String * 50 Name of path PathDesc String * 255 Path description These messages for each path are stored in the path table of the simulation database ICASim.indb).

Page 75 4483 72 V. Description of the invention (71) The simulation engine is the interface between the model, simulation database and intelligent coaching agent. The simulation engine is very attractive to the designer ’so that he can understand all its mechanisms. However, application developers using this engine should know the details (methods and properties) and related algorithms of the interface exposed by the engine. Once the designer has constructed the simulation model (Excel spreadsheet) and configured all inputs, outputs and lists, he can use the test bench included in the 1 CA utility (see the file of the I CA utility) for testing . The developer then needs to execute a call to the simulation engine in the GBS application he is creating. The following table lists the files included in the VB project in order to use the simulation workbench: WSimEng. Els--· Simulation engine class ......... WSimEng. Bas Simulation engine module (This module was introduced only for speed, The code should theoretically be encapsulated in the class) WConst. Bas Constant declaration of smart coaching agent Wdeclare. Bas Smart coaching agent's dll interface wlca. Els Smart coaching agent category-wlca. Bas The module set is only for ⑽ In order to work Different stages of simulation, open domain or application, initial stage. This happens when the simulation modeler places the code in a different strategy area when the simulation front end is loaded, when the entry type is initialized. When the user

4483 72 V. Description of the invention (72) When the front end of the shock simulation model is changed, it enters the modification stage. This is when the ICA is notified of what happened. When a user asks for information on what has been done so far, it ’s the feedback phase. This is also the time when the simulation notifies ICA of all output changes. Finally, when the analog front end is unloaded, this is the final stage. The simulation is now saved to the disk. The following description generates the different stages of the simulation including the VB code involved. Initial stage: 1. Generate ICA and simulation engine objects: Set moSimEngine = New c1 assSimEngi ne; Set mo ICA = New classICA; Explanation • The first step in using the simulation engine is to generate an instance of the class classSimEngine and an instance of the classICA. Note that both the engine and ICA should be variables of the module-level object "m0". 2. Load simulation; Code:

IRet = moSimEngine.OpenSimulation (App.Path & DIR_DATA & FILE-SIMULA TION, Me.bookSimulation); IRet = m〇SimEngine.LoadSimulatio n (mlICATaskID, App.Path & DI R_DATABASE & DB_ SIMULATION, 1); MlM: Object generation Later, you must call the simulation engine object

OpenSimulation and LoadSimulation methods. The OpenSimulation method reads the specified Excel 5.0 spreadsheet file into a spreadsheet control. The LoadSimulation method opens the simulation database and loads multiple paths, multiple inputs, multiple outputs, and multiple lists for a specific task into-"memory. If the process ends successfully, each of the simulation engines a way:

Page 77? 448 3 > 2 V. Description of Invention (73) will return 0. Otherwise, an appropriate error number will be returned. 3. Initialize and load the smart coaching agent; code: IRet = moICA.

Initialize (App.path &, \ M & App.EXENameS ", ini ", App. Pat h & DIR-DATABASE, App.Pathfi DIR-ICADOC,

App. Pa th & " \ "); I Ret = moICA. LoadTask (in 11CATaskID, ICAStudentStartNew); Note: The simulation engine only works with ICA. The initialization method of the ICA object reads the application's ini file, and appropriately sets the Tutor32.dll ° LoadTask method to tell ICA (Tutor32 · dll) to load the .tut file connected to the specific task into the memory. From that point on, the I CA can receive notifications. Note: The .tut file contains all the elements of the task and the feedback structure. E.g,

SourcePages &gt; Sourceltems &gt; TargetPages ’Targets, etc. 4. Resume simulation; Daimar: <Reset simulation code on restart> &gt;; &lt; &lt; Code to load control part on simulation front end> &gt; &gt; IRet = moSimEngine · Run Inputs (sPaths , True); IRet ^ moSimEngin e.RunOutputs (sPaths, True); I Ret = moSim Engine.RunLists (sPaths, True); Call moICA.Submit (0); Call mo ICA.SetDirtyF1ag (0, Fa 1se); Lotus J: The restoration simulation includes the following tasks: clearing all inputs and lists when the user restarts; using the data loading interface in the simulation model; calling the Runlnputs, RunOutputs, and RunLists methods of the simulation engine object to restore the I CA to the initial state; Use 〇 as a parameter to call the Subm it method of the I CA object to trigger all rules; use 〇 and false as parameters to call the SetMrtyFlag method of the ICA object, the purpose is to reset the user's order

Page 78 448372 V. Description of invention (74) Yuan period. Operational inputs include entering through a series of Tutor Aware and notifying ICA of the sourItemID, TargetID, and Attribute values for each input. The operation list includes ‘goes through a series of TutorAware lists and notifies ICA of each item in each list, target ID and Attribute values. TargetlD is unique for each item in the list. Operational outputs include passing a series of outputs and notifying the ICA of the eventItemID, TargetID, and Attribute values for each output. Modification stage: 1. Read rotation and output; Daima: Dim sDa taAr ray (2) as string; Dim vAttribute as variant; Dim Isource Item ID as long; Dim ItargetID as long; IRet = m〇SimEngine. ReadReferenee (&quot; Distinct_Input &quot;, vAttribute, IsourceltemlD, ItargetID, sDataArray). Stem Μ: The ReadReference method of the simulation object will return the attribute values of the input and output values that are referenced by name, and selectively obtain the SourceltemID ’TargetID and related data. In the current example, you can get the SourceltemlD, Target ID, and three data units named Round of Distince_Input, indicating that the simulation engine object provides the basic function of the operation list.

The ListAdd method adds an item to the list (sourceItem, Attribute, Data array). Let us explain the algorithm. First, we find the top of the list using the list name. We then look for the first blank cell below the top cell. Once the subject matter has been determined, iBMi mm Page 79 4483 72 V. Description of the Invention (75) Write the information in the appropriate unit 'and ICA will also receive information on this modification. The L i s t Cou n t method returns the number of items in the specified list. Its algorithm is basically the same as the ListAdd method, but it returns the total number of items instead of inserting another element. The List Modi fy method replaces the specified item with the given information. Let us explain the algorithm. First, we use the list name to find the top of the list. Second, we calculate the row offset based on the specified item number. Then ’ICA is notified that the existing project β has been deleted. Finally, the information related to the new project is written into the appropriate unit, and ICA is notified of this modified message. The ListDelete method deletes the specified item. Its algorithm is exactly the same as the ListModify method, but no new data is added, and when the unit (the width of the list is set by "Total Columns11") is deleted, the "Move Unit Up" parameter is set to true. Keep this in mind because designers often enter the wrong number of columns in the Total Columns parameter. When they estimate the Total Columns too high, LisDelete will modify some parts of the adjacent list ’and cause incorrect behavior when displaying the list. In order to use the system dynamics model in the architecture, an engine must be generated that can translate student work into the parameters of these models. The following section discusses a complex system dynamics model that interacts with existing simulation architectures. The system dynamics model provides the following functions: Allows designers' to build and test their systems before establishing a real-world interface. Reduces programming complexity of activities. Centralization. System dynamics model, system dynamics model and ICA feedback. To use the interaction with the system dynamics model

Page 80 4483 72 V. Description of Invention (76) He / she wants the student to use the work done by Microsoft Excel spreadsheet to build a model. However, at this time the designer also created a system dynamics model (explained below). This system dynamics engine will read all the important elements in the simulation model (Exce 1) and pass these values to the system dynamics model and the I CA. After the system dynamics model operates these messages, the engine reads the output value and sends it to the simulation model and 1 (^. Figure 27 shows a detailed architecture block of the system dynamics model according to a preferred embodiment. Figure — Once the designer has fully tested the simulation model system dynamics model and feedback 'Developers can integrate spreadsheets into a graphical user interface, for example, using VB as a development platform. Figure 27 illustrates that when a student completes a When the behavior value is passed to the system dynamics, * r / 4 engine 'where the value is passed to the system dynamics model (as input)' is written to the simulation model and submitted to ICAn when the system dynamics model is executed At that time, the engine pulls out the output and passes it to the simulation model and KA. Attention should be paid. The simulation model can analyze the rotation from the system dynamics model and pass the analysis result to the ICA. Then the simulation model can be read. , And is used to update the control of the activity on the screen (for example by the picture \ take or =). It is very important that the map and system dynamics model need to know the table Modifications must go through the engine, because only the engine knows how to _ these objects. This greatly reduces the skills of program planners, and greatly reduces the program planning time required for each task. Separate = end products There will also be fewer flaws, because model training management will be eight or four.-If there are still problems, we only need to check a piece of code. Finally, because the simulation engine loads data from the spreadsheet t

B1HI P.81 4483 72 V. INTRODUCTION (77) There is very little chance that the ICA 'system ... system dynamics model and application will appear. #

The system dynamics model is based on the parameters passed into it and other variables in the system, and generates simulation results that change over time. J objects are used to integrate predicates and spreadsheet objects in U 2 time periods and read the system dynamics model. Write parameter logic. With = path, we can pass parameters to the model and retrieve parameters from the model through the values in the simulation object. The system dynamics object also controls the execution of the system dynamics model. 11 means that when all the parameter inputs are passed to the system dynamics model, the engine can operate the model to obtain the parameter output. The system dynamics object allows the system dynamics model to execute one step at a time, or all at once, or for any number of time periods. Β When the system dynamics model is operating, each step of the parameter input and parameter output data is written to, backed up &quot; In the table, there are two reasons for this. First, the range of data received over time. The C model operates multiple times.) It can be used to generate trend lines or to calculate statistical values. ”Second, the system dynamics model can be restarted and the audit trail of this data can be transmitted. Into the model up to a certain point in time. This means that the engine can be used for analog playback with retrospective time. When any event occurs in the system dynamics engine, a log is created to inform the designer what values are passed to the simulation molding, the system dynamics model, and the current time and events. This log is called &quot; SysDyn. Log &quot; and is generated using the engine in the same place as the application. When used with spreadsheet objects, system dynamics objects are allowed. A large number of calculations occur in system dynamics molding Instead of in activity tags

Page 82 ^ 4483, 2 V. In the description of the invention (78), once again, the event designer is provided with more controls. Model objects are used to construct a system dynamics model of the operating time period. Models are related to parameter inputs and parameter outputs (discussed below), so they should be generated first. Each model has a programming interface for the following applications: Field name data Steel description ModelID Main key of long form TaskID Long type TaskID related to model ModelName string * 50 Model name (purpose of message) ModelDesc SysDynModel Preamble * 50 Model description (purpose of the message) String * 50 File name of the real system dynamics model Start Start time of the long operation model Stop End time of the long operation model Step Long execution of a model step and The information of the recording interval is stored in the model table of the simulation database (ICASim, mdb). All the values that need to be manually input by the students and passed to the system dynamics model are constructed into pinputs objects. Each Pinput has an interface, which is detailed as follows:

Field name ___ | Description of asset type PinputID Main key of long form TaskID 1 Long type TaskID related to parameter input Task ID Model ID Long type related to parameter input ID ΙΙΗΙΙ 4483 7 2 V. Description of the invention (79 )

InputName String * 50 Name of the input (purpose of the message) InputDesc String * 255 Description (purpose of the message) ReferenceName String * 50 Element name of the spreadsheet related to the input SimReferenceName Word_ * 50 Related parameters in the system dynamics model The name of the TutorAware boolean should be notified when the input is changed. SourceltemID SourceItemID for long parameter input. TargetID TargetID for long parameter input. Row number of spreadsheet for long parameter input. Column number of spreadsheet for long parameter input. SheetName String wood 50 SheetName is where the parameters are entered All of these messages entered for each parameter are stored in the PI nput table of the simulation database (ICASi i mdb). PI nputs includes a spreadsheet unit that can be populated by the designer through system dynamics engine objects at design time or by the GBS application during operation. Cells are used to provide an entry point for simulations and system dynamics models. An example of an entry point is the interest rate parameter in the interest calculation example. When appropriate activity is leaked, notify the CA of any changes to the unit. When I cA was notified of the change, in fact two messages were sent to the ICA: an ICANotifyDestroy message with parameter input information, that is, SourceltemID, TargetID and empty Atrribute. This message is recommended to ICA to remove this message from.

Page 84 448372 V. Description of the invention (80) Deleted from memory. The other is an ICANotifyCreate message with parameter input information, namely SourceiltemID, TargetlD, and Atrribute (unit numeric value). The message is to suggest that ICA add this message to memory. A Pinput form record according to a preferred embodiment is shown below. PInputID: 12345 Task ID: 123 Model ID: 1 InputName: interest rate input InputDesc: interest rate rounded into the interest calculation model ReferenceName: Interet_Rate SimReferenceName: Param_Interest_Rate TutorAware: true SourceItemID: \ 1201 TargetID: 4001 Row: 6 Column: 3 SheetName: Once Sheet1 has completed the construction process, designers can also use the ICA utility to test simulations. When the designer operates the parameters in the system dynamics workbench of the IC A utility, the Row 'Column and SheetName. Values are automatically populated. The following message provides detailed descriptions of the interactive components according to a preferred embodiment.

Page 85 &quot; 448372 1 ί *, description of invention. (81) Question --__ Explanation-Program tasks (w / drag and drop) Tasks that require the construction of a certain type of report. Evidence from the report can be dragged and dropped to confirm the conclusion. Program tasks (w / drag and drop). New task design. , Which is procedural in nature, has few branches, and often has a correct answer to the task of interrupting a student's task while doing other things. The template includes interviews that can be used to determine the problem, as well as checkbox forms that can be used to determine one of the simple responses to the situation. The analysis and decision (ANDIE) task is most commonly developed on the static root cause analysis or identification task β, as a result of three empirical redesign projects for the same skill. Evaluation Selection (ADVISE) is a task that requires learners to evaluate whether different options meet the goals or requirements given. Developed on SBPC, imitating 4 experience redesign projects for the same skill. Drag-and-drop as evidence is not allowed to run a company Task Time-based simulations in which students "choose their own adventure." At each stage, students select actions to be taken from a predetermined list. Developed on SBPC as a version of BDM management tasks. Working with Models Tasks When users need to interact with quantitative models to perform regular analysis. Can be used for dynamic root cause analysis-testing a portion to analyze stress points. ICA Dynamic Conference Tasks Developed on BDM, with interactive styles from simulated coaches and ILS EPA, “Support for branches based on dynamic rules --- scalable to support interactions such as EnCORE defense meetings and YES. Management tasks Time-based simulations in which students manage resources. Human resources management, budget management, Π document package management. The QVID static meeting task was developed on Sim2 to support calendar-driven meetings, in which users are asked 5 levels of follow-up questions for continuous questions. As each question is asked, its follow-up questions will also appear. &Gt; Flowchart tasks will support most VISI0 circle charts. Developed on Siffl2 to support simple flowchart decision models. QVID data collection components Static questions to ask during the interview. Do not use when teaching interview techniques (using Qvm static meeting tasks). Supports hierarchical questions and timed copies. Yue Zhi created a simple log to support up to 2 accounts for each debit or lender. New complex tasks require new tasks that simulate components.-1 sleep page 86 448372 V. Description of the invention (82) System power The learning engine is the interface between simulation models, system dynamics models, simulation databases, and intelligent coaching agents. The system dynamics engine appeals to the designer so that she can understand all its mechanisms. Once the designer has constructed a simulation model (Excel spreadsheet), established a system dynamics model (PowerSim), and configured all input and output parameters, the workbench included in the ICA utility can be used (see ICA Utility Files) to test. The developer then needs to execute a call to the system dynamics engine in the GBS application being created. The following table lists the files that should be included in a VB project to use the system dynamics engine.

WsysDynEng · els system dynamics engine category WSysDynEng. Bas system dynamics engine module (introduced this module only to improve speed, because all code should theoretically be encapsulated in the category) wConst. Bas constants for intelligent coaching agents Declare ffDeclare. Bas DLL interface of smart coaching agent wlca. Els smart coaching agent category wlca. Bas smart coaching agent module (The module was introduced only to improve speed, because all code should theoretically be encapsulated in categories) In order to take full advantage of the system dynamics engine, developers must place code in different strategic areas or different stages of the application. "Initial stage-load tables including simulated front end. This happens when the simulation model and system dynamics engine are initialized. Modification phase ------ Occurs in the user

Page 87 1483 7 V. Description of the invention (83) When the impact simulation model Plnputs is changed. This is when the ICA is notified of what happened. Operation phase --- The dynamic model is operating and receiving parameter output. Feedback stage --- users are asking for feedback on what they do. This is when the simulation notifies ICA of all output changes. The final stage ------- uninstalling the simulation front end "At this time, the simulation model is saved. An explanation of these stages will be made by including the VB code involved and a brief description of the code. A preferred embodiment of the initial stage code 1. Generate ICA and simulation engine objects: Daimar: Set moSysDynEngine = New c1assSysDynEngine; Set moICA = New classICA; Note: The first step in using a system dynamics engine is to generate a class 〇1 &amp; 53 37 31 ^ 11 £ 1 ^ 丨 1 ^ instance and category (: 1 & 35 1 08 instance. It should be noted that both the engine and I CA should be module-level objects &quot; mo 丨 1 variables 2. Load simulation; code IRe t = moSy sDynEng i ne. OpenSimulat ion (FILE_SIM, Me.bookSim, True); IRet = moSysDynEngine.LoadSysDyn (mlICATaskID, DB_SIMULATION, 1); IRet = moSysDynEngine. LoadModel (MODEL —NAME , mbTaskStarted); Description: After the object is created, you must call the system dynamic engine object ’s Pen Simu 1 ati ο η and LoadModel methods. The OpenSimulation method reads the specified Excel 5.0 spreadsheet file (FILE_SIM) into the spreadsheet Control (BookSim). LoadSysDyn method opens simulation database

Page 88 '4483 7 2 V. Description of the invention (84) (DB-SI MULAT I ON)' and load a series of parameter inputs and a series of parameter outputs into the memory. The LoadModel method opens a system dynamics model (MODEL_NAME). If the process ends successfully, each method of the system dynamics engine returns 0. Otherwise, the corresponding error number will be returned. 3_Initialize and load the smart coaching agent; code: Iret = mo [CA. Initialize (App. Path & &quot; \ &quot; & App EXENamer ini &quot;, App.Path &amp; DIR —DATABASE, App. Path &amp; DIR_ ICADOC, App.path & &quot; \ &quot;); IRet = moICA.LoadTask (m11 CAT ask ID, ICAStudentStartNew); Note: The simulation engine only works when cooperating with ICA. The ICA object's initialization method reads the application's .ini file ’and sets Tutor32.dll appropriately. The ^ LoadTask method tells ICA (Tutor32.dli) to load a .tut file connected to a specific task into the memory. From that point, ICA can receive notifications. Note: The .tilt file contains all the elements of the task and the feedback structure. E.g,

SourcePages &gt; Source Items, TargetPages, Targets, etc. 4. Recovery simulation; Daimar: IRet = moSysDynEng ine. RunPInputs (MODEL_NAME, True); I Ret = moSysDyn

Engine. RunP0utputs (M0DEL—NAME, True); IRet = moSysDyiiE ngine. PassPInputsAl1; Call mo ICA.Submit (0); Call mo ICA. SetDirtyFlagCO, False);: The restoration simulation includes the following work: clear all all when the user restarts Parameter input and list; use. Load interface with data in simulation model; call system dynamics engine object

Page 89 4483 7 2 V. The PassPInputs method of the description of the invention (85) is used to restore the ICA to the initial state; the RU n PI np U ts and R un PQU tp U 1: S method of the system dynamics engine object are called, Used to restore the system dynamics model to the initial state. · Call the Submit method of the I c A object to trigger iCA to run all the rules; call the SetDirtyFlag method of the ICA object to reset the user's unit period. The process of operating parameters includes: through a series of TutorAware's PInputs and? 〇1 ^ 01 ^ 5 and inform 10 people of 3〇111 ^ 6 1 person 611111 for each parameter),

TargetID and Attribute values. Modification stage: 1. Read parameter input and output; Code: Dim sData Ar r ay (2) as string; Dim vAttri bute as variant; Dim I source ItemID as long, I target ID as long; IRet = moSysDynEngine.ReadReference ( &quot; Input_Name &quot;, vAttribute, IsourceltemlD, ItargetIB, s DataArray). Explanation: The ReadReference method of the system dynamics object will return the parameter input and parameter output attribute values that are referenced by name, and selectively obtain the SourceltemlD 'TargetID and related information β. In the current example, a parameter named Input_Name can be obtained Enter the attribute value, SourceltemlD 'TargetID and three data units. 2. Modify parameter input; 'Dim vAttribute as variant; Dim 1 Source I tern ID as long; Dim sDataArray (2) as string; vAttribute = 9999; sDataArray (〇) = &quot; Data Cell # 1 &quot;; sDataArray (1) = &quot; Data Cell # 2 &quot;; sDataArray (2) = &quot; Data Cell # 3 &quot;; IRet =

Page 90 V. Explanation of the invention (86) nioSysDynEngine · WriteReference (&quot; Input—Name &quot;, vAttr i bute,, sDataArray). Hope J: In order to modify the parameter input, call the ffriteReference method of the system dynamics object, and pass the input reference Name, new attribute value, and optionally an array of data (additional information to be stored in the simulation model). The system dynamics model notified ICA of changes. Operational stage: 1. Perform system dynamics model; Daimar: IRet = moSysDynEngine.PI ayMo del (SYSDYN_PLAYSTEP); lblCurrentTime.Caption = moSysDynEngine. CurrentTime; and lblLastTime.Caption = moSysDynEng ine. LastTi me; Description: Perform system dynamics The process of the model is also handled by the system dynamics engine. There are three ways to execute the model: all at once, one step at a time (as described above), or until a specific point in time, there will be multiple parameters passed to the PlayMode i method. Executing the model will generate parameter rotation values and pass TutorAware POutputs to ICAT. The engine also tracks the time, which can be read using the CurrentTime and LastTime properties. 2. Jump back in the system dynamics model; Code: lRet = moICA. LoadTask (mlICATaskID, ICAStudentStartNew); 1 Ret = moSysDynEngine. JumpBack (TIME_TO_Jl] MP_TO). Explanation: Because the system dynamics engine will pass it to and from It makes a backup copy of the parameters it gets, so it can restart and resubmit these values back to system dynamics

4483 Ί 2 V. Description of the invention (87) Model until the given time period is exceeded. To achieve this, the code needs to restart the ICA and then call the system dynamics engine to make it jump back to the given time (TIME_TO_JUMP_TO). Feedback stage: 1. Trigger the ICA rule engine; Dema: lRet = mo I CA. Subm it (1 Coach ID); Note: Once the simulation has been processed, you must call the Submit method of the ICA object to trigger all rules and send feedback. This feedback was written by Tutor32.dll into two RTJ? Format files. One file is the previous feedback and the other is the current feedback. I CA Configuration According to a Preferred Embodiment FIG. 28 shows a schematic diagram of the logic used for the initial configuration according to a preferred embodiment. The structure of the feedback is the same as other online activities, so I also used the same method to construct the ICA. ^ To make the generation and maintenance of the ICA feedback easier, the way I recommend is to construct an anti-gallery so that each time there is only A rule is triggered. It should be noted that the organizational structure in the example is one of many ways to construct feedback. Step 1: Generate a map of a question and follow-up questions; before designers start building ICA, they should draw maps of questions, videos, and follow-up questions that they want to use in online meetings, which will make them better when building ICA. Understand the concept of interaction. Step 2 • Create a coach; all feedback is provided by the coach. Create a specific coach for online meetings. Disk: Create source items and targets. Each question has a source item (1) and subject matter associated with it; of (2). These are used by ICA to display video and follow-up questions. For group.

Page 92 丨, 4483 7 2 V. Description of the invention (88) The purpose of the woven structure and the convenience of reading, I recommend that each source page (&quot; 〇Intro &quot;) include all subsequent questions Intro Ql &quot;, &quot; Intro Q21 '' 'Intro Q3 &quot;). You can create a target for each source item (shown here) or for each source item. This does not matter as long as there is an explicit relationship between the source and target. Once the source project and target are created, ‘relate them to SourceIteniTarget (3)’ and provide them with relevance. These are the unique logos that ICA will use to activate rules and provide feedback to learners. Step 4: Create a parent title (video message). Fig. 29 shows a video message according to a preferred embodiment. The feedback (training program) is organized in Ding &amp; 167001'011 卩 3 (1). In Figure 29, each online question has a Target Group to make maintenance easier. Each TargetGroup must have at least one associated Target (4). These are the Source Target mappings done at the end of step 3. Next, create Ru 1 es (2) to activate when mapping SourceltemTarget (click on a question). Training item (3) is associated with a rule and indicates the feedback that will be displayed when the rule is activated. The ICA utility integrates business simulation into multimedia applications. This means that there is now an intermediate layer between the application and IC AT. These utilities and simulation engines (described below) allow the architecture to be the front end of the simulation. Now, any changes to the simulation model do not have to be integrated into the code. The ICA utility and simulation engine work with simulation models created in Microsoft Excel. After the model is created, according to a preferred embodiment, the designer uses the Defined Name function in Excel for the application

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Brief description of the drawings on page 94 The detailed description of the preferred embodiments of the present invention with reference to the accompanying drawings will give a better understanding of the foregoing and other objects, implementation aspects and advantages of the present invention, of which: FIG. 1 Is a block diagram of a representative hardware environment according to a preferred embodiment. Figure 2 is a block IS diagram of a system architecture according to a preferred embodiment. Figure 3 shows a block diagram according to a preferred implementation. The timeline and related resource requirements for each development stage of a typical application of the example; Figure 4 shows a small part of the domain model of a claim (claim) handler in the auto insurance industry according to a preferred embodiment; Figure 5 Figure 6 shows a summary of the insurance according to a preferred embodiment; Figure 6 shows the conversion components according to a preferred embodiment; Circle 7 shows the use of a toolbar to guide and access application-level features according to a preferred embodiment; Figure 8 shows A GBS display according to a preferred embodiment; FIG. 9 shows a feedback display according to a preferred embodiment; FIG. 10 shows a log login simulation according to a preferred embodiment; The simulated Bell Phone Bill of the embodiment is logged in. Figure 12 shows a feedback display according to a preferred embodiment; Figure 13 shows the steps of the first episode according to a preferred embodiment; Figures 14 and 15 show and according to a preferred embodiment The related steps of the established plot of the embodiment;

Page 95 44837p Schematic description --- Figure 16 shows a test scenario according to a preferred embodiment. Students in this test operate through Japanese-German activities; Figure 17 shows how the tool suite supports management according to a preferred embodiment; Figure 18 shows how the package supports student WJ according to a preferred embodiment, and Figure 19 shows the basis A corrective process of a preferred embodiment; FIG. 20 shows objects used for closing work according to a preferred embodiment; FIG. 21 shows a mapping of source items and targets according to a preferred embodiment; Analysis of rules according to a preferred embodiment is shown; Figure 23 shows feedback selection according to a preferred embodiment; Figure 24 shows a flowchart of feedback logic according to a preferred embodiment; Figure 25 shows a flowchart according to a preferred embodiment A block diagram of a system for generating a simulation model; a structure circle 26 shows the steps for constructing a simulation according to a preferred embodiment; FIG. 27 shows a block diagram showing a spy architecture of system dynamics according to a preferred embodiment; FIG. 28 shows a schematic diagram of logic used for preliminary construction according to a preferred embodiment; ^ Heart profile FIG. 29 shows a video message according to a preferred embodiment; FIG. 30 shows a basis for a ICA application of the preferred embodiment.

Claims (1)

1483 7 2 VI. Scope of Patent Application 1. A method of creating a demonstration, including the following steps: (a) receiving information of the target; (b) integrating information that can promote the completion of the goal for use in the demonstration; (c) using Link list management information process; and (d) Assess progress towards the goal and provide feedback that can further advance the goal. 2. The method of creating a presentation as described in item 1 of the patent application, wherein the link list includes a link to the next presentation area. 3. The method of creating a presentation as described in item 1 of the patent application, wherein the link list includes a link to the previous presentation area. 4. The method of creating a demo as described in item 1 of the scope of patent application, including the step of storing authorization information based on the progress of one student measured. 5. The method of creating a presentation as described in item 1 of the patent application scope, including the steps of allowing the presentation to be controlled based on a student's progress. 6. The method for creating a presentation as described in item 1 of the patent application scope, including the steps of querying an action table to determine whether a student can progress in a presentation. 7. The method of creating a presentation as described in item 1 of the patent application scope, including the steps of querying a task list to determine whether a student can progress in a presentation. P.97 (4483/2 6 'Application for Patent Scope 8. The method for creating a demonstration as described in item 1 of the patent application scope includes the step of storing a list of action names as one dimension in the linked list α 9. The method includes the steps of keeping the current position of one or more students in order to track the progress of one or more students in the presentation. 10. A device for creating presentations, including: (a) a processor; (b) a memory that stores information under the control of the processor; (c) integration of information that facilitates the achievement of the goal, so that during the presentation (D) logic for managing information flow using linked lists; and (e) logic for assessing progress towards goals. H. As for the device for creating a presentation in item 10 of the patent application, where the key list includes a link to the next presentation area β 12 · As in the device for creating a presentation in item 10 of the patent application ', where the list includes the previous presentation Link to area D. Equipment for creating a demo, such as the scope of patent application No. 10, includes logic to store authorization information based on the progress of one student as measured by Dong Page 98 ^ 4483 7 2 VI. Scope of Patent Application 14. The equipment for creating a presentation, such as item 10 of the scope of patent application, includes logic that allows the presentation to be controlled based on the progress of a student. 15. The device for creating a presentation, such as the scope of patent application item 10, includes logic for querying an action table to determine whether a student can progress in a presentation. 16. The device for creating a presentation, such as the scope of patent application item 10, includes a code segment that queries a task list to determine whether a student can progress in a presentation. 17. The device for creating a presentation, such as item 10 of the scope of patent application, includes logic to store a list of action names as one dimension in a linked list. 18. The device for creating a presentation as described in item 10 of the patent application scope, includes logic to store the current position of one or more students so that one or more students can progress during the presentation. Chapter 99